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The purpose of this article is to provide an historical overview of the National Collegiate Athletic Association's (NCAA) academic reform, with a particular focus on the empirical basis for the decisions made. The authors outline four eras of academic reform, examine the types of information the NCAA has collected and used to make decisions about academic policy, and explore the limits of such academic data. [ABSTRACT FROM AUTHOR]

Objectives. The aim of this research was to test the invariance of the cognitive variables in the Health and Retirement Study/Asset Health Dynamics Among the Oldest Old studies (HRS/AHEAD) across ethnicity, gender, and time. Method. Analyses were conducted using a selected subsample of the HRS/AHEAD data set. The cognitive performance tests measuring episodic memory and mental status were used, and invariance of a two-factor structure was tested using confirmatory factor analyses and multilevel modeling for longitudinal data. Results. Results provided some support for “strict” factorial invariance of the episodic memory and mental status measures across ethnicity and gender. Further support of weak (“metric”) measurement invariance was found across time. Discussion. Results of the research further our understanding of invariance of the HRS/AHEAD cognitive ability measures. Further implications are discussed. [ABSTRACT FROM AUTHOR]

Project TALENT is a US national longitudinal study of about 377,000 individuals born in 1942–1946, first assessed in 1960. Students in about 1,200 schools participated in a 2-day battery covering aptitudes, abilities, interests, and individual and family characteristics (Flanagan, 1962; www.projectTALENT.org). Follow-up assessments 1, 5, and 11 years later assessed educational and occupational outcomes. The sample includes approximately 92,000 siblings from 40,000 families, including 2,500 twin pairs and 1,200 other siblings of twins. Until recently, almost no behavior genetic research has been conducted with the sample. In the original data collection information was not collected with the intent to link family members. Recently, we developed algorithms using names, addresses, birthdates, and information about family structure to link siblings and identify twins. We are testing several methods to determine zygosity, including use of yearbook photographs. In this paper, we summarize the design and measures in Project TALENT, describe the Twin and Sibling sample, and present our twin-sib-classmate model. In most twin and family designs, the ‘shared environment’ includes factors specific to the family combined with between-family differences associated with macro-level variables such as socioeconomic status. The school-based sampling design used in Project TALENT provides a unique opportunity to partition the shared environment into variation shared by siblings, specific to twins, and associated with school- and community-level factors. The availability of many measured characteristics on the family, schools, and neighborhoods enhances the ability to study the impact of specific factors on behavioral variation. [ABSTRACT FROM AUTHOR]

We investigated the relation between parental education and dementia in the United States. Participants in the Aging, Demographics, and Memory Study were included, with information regarding parental education obtained from the Health and Retirement Study. The odds of dementia in elderly Americans whose mothers had less then 8 years of schooling were twice (95% CI, 1.1-3.8) that of individuals with higher maternal education, when adjusted for paternal education. Of elderly Americans with less educated mothers, 45.4% (95% CI, 37.4-53.4%) were diagnosed with dementia or ''cognitive impairment, no dementia'' compared to 31.2% (95% CI, 25.0-37.4%) of elderly Americans whose mothers had at least an 8th grade education. The population attributable risk of dementia due to low maternal education was 18.8% (95% CI, 9.4-28.2%). The education of girls in a population may be protective of dementia in the next generation. [ABSTRACT FROM AUTHOR]

Background: Cognitive impairment without dementia is associated with increased risk for disability, increased health care costs, and progression to dementia. There are no population-based prevalence estimates of this condition in the United States. Objective: To estimate the prevalence of cognitive impairment without dementia in the United States and determine longitudinal cognitive and mortality outcomes. Design: Longitudinal study from July 2001 to March 2005. Setting: In-home assessment for cognitive impairment. Participants: Participants in ADAMS (Aging, Demographics, and Memory Study) who were age 71 years or older drawn from the nationally representative HRS (Health and Retirement Study). Of 1770 selected individuals, 856 completed initial assessment, and of 241 selected individuals, 180 completed 16- to 18-month followup assessment. Measurements: Assessments, including neuropsychological testing, neurologic examination, and clinical and medical history, were used to assign a diagnosis of normal cognition, cognitive impairment without dementia, or dementia. National prevalence rates were estimated by using a population-weighted sample. Results: In 2002, an estimated 5.4 million people (22.2%) in the United States age 71 years or older had cognitive impairment without dementia. Prominent subtypes included prodromal Alzheimer disease (8.2%) and cerebrovascular disease (5.7%). Among participants who completed follow-up assessments, 11.7% with cognitive impairment without dementia progressed to dementia annually, whereas those with subtypes of prodromal Alzheimer disease and stroke progressed at annual rates of 17% to 20%. The annual death rate was 8% among those with cognitive impairment without dementia and almost 15% among those with cognitive impairment due to medical conditions. Limitations: Only 56% of the nondeceased target sample completed the initial assessment. Population sampling weights were derived to adjust for at least some of the potential bias due to nonresponse and attrition. Conclusion: Cognitive impairment without dementia is more prevalent in the United States than dementia, and its subtypes vary in prevalence and outcomes. [ABSTRACT FROM AUTHOR]

This report uses different forms of latent variable structural equation models (SEMs) of group differences in self-reported Center for Epidemiological Studies Depression (CES-D) inventory results among a sample of Hawaiian and non-Hawaiian high school students. The models examined are organized progressively by increasing complexity, including mean differences models in the ANOVA tradition, mean differences combined with path analysis models, extensions to confirmatory factor analysis models, and common factor differences in multiple group models. Within each type of analysis, SEMs are defined and fitted to real CES-D data, and broad issues of group differences and invariance are considered. The substantive results indicate a high degree of invariance between Hawaiian and non-Hawaiian students within the same high schools on self-ratings of depression from the CES-D scale. These analyses illustrate theoretical and practical issues about common features and relationships among standard analysis of variance approaches and contemporary structural equation methodology. [ABSTRACT FROM AUTHOR]

Background: Educational policy makers and test critics often assert that standardized test scores are strongly influenced by factors beyond individual differences in academic achievement such as family income and wealth. Unfortunately, few empirical studies consider the simultaneous and related influences of family income, parental education, and high school achievement on college admissions test scores. Focus Of Study: This research was animated by the nagging question of the association of family income with SAT performance. For example, is the relationship between family income and SAT performance non-linear? Does the relationship differ markedly by race? More importantly, how strong are the effects of poverty on SAT performance? Research Design: This study is a secondary analysis of a large national sample of Black and White college-bound high school students who took the SAT in 2003 (N = 781,437). Data Collection And Analysis: Employing data from the College Board's Student Descriptive Questionnaire, this study used structural equation modeling (SEM) to estimate the effects of family income on SAT scores for Black and White examinees accounting for the simultaneous effects of parental education and high school achievement. Findings/Results: Results suggest the effects of family income on SAT scores, though relatively modest in contrasts to high school achievement, are substantial, non-linear, and nearly twice as large for Black students. Moreover, the unstandardized direct effect of high school achievement on SAT performance is not enough to address the substantial effects of poverty for Black students. Conclusions/Recommendations: The findings are discussed with respect to social inequality and educational opportunity in college admissions. [ABSTRACT FROM AUTHOR]

Objective: To develop and validate a latent model of health outcomes among persons with spinal cord injury., Methods: Survey data were collected at a large specialty hospital in the southeastern USA from 1,388 adult participants with traumatic spinal cord injury of at least 1 year's duration. Multiple indicators of health outcomes were used, including general health ratings, days adversely affected by poor health and poor mental health, treatments and hospitalizations, depressive symptoms, symptoms of illness or infection (eg, sweats, chills, fever), and multiple individual conditions (eg, pressure ulcers, subsequent injuries, fractures, contractures)., Results: We performed exploratory factor analysis on half of the sample and confirmatory factor analysis on the other. A 6-factor solution was the best overall solution, because there was an excellent fit with the exploratory factor analysis (root mean square error of approximation = 0.042) and acceptable fit with the confirmatory factor analysis (root mean square error of approximation = 0.065). Four of the factors were types of secondary conditions, including symptoms of illness or infection, orthopedic conditions, pressure ulcers, and subsequent injuries. The 2 remaining factors reflected global health and treatment. Gender, race-ethnicity, age, injury severity, and years of education were all significantly related to at least 1 factor dimension, indicating variations in health outcomes related to these characteristics., Conclusion: Identification of the 6 factors represents an improvement over the utilization of multiple individual indicators, because composite scores generated from multiple individual indicators provide more informative and stable outcome scores than utilization of single indicators.

The present study was conducted to better describe age trends in cognition among older adults in the longitudinal Health and Retirement Study (HRS) from 1992 to 2004 (N = 17,000). The authors used contemporary latent variable models to organize this information in terms of both cross-sectional and longitudinal inferences about age and cognition. Common factor analysis results yielded evidence for at least 2 common factors, labeled Episodic Memory and Mental Status, largely separable from vocabulary. Latent path models with these common factors were based on demographic characteristics. Multilevel models of factorial invariance over age indicated that at least 2 common factors were needed. Latent curve models of episodic memory were based on age at testing and showed substantial age differences and age changes, including impacts due to retesting as well as several time-invariant and time-varying predictors., ((PsycINFO Database Record (c) 2007 APA, all rights reserved).)

John Leonard Horn was born in St. Joseph, Missouri, on September 7, 1928, and he died in Los Angeles, California, on August 18, 2006. John Horn was a world-renowned scholar of immense intellect, and he was highly respected in his time. I believe his major contributions to psychology, as well as his influence on psychologists, will continue to grow. His challenging factor-analytic methods of the 1960s, the important methodological debates of the 1970s and 1980s, and his continuing resistance to faddish trends in psychological research all represent fundamental contributions. Through his research and teaching he forced people to question popular assumptions and to evaluate all the data available. He challenged us to think longer, harder, and better. His work will continue to inspire important research in the fields of multivariate analysis and human cognitive abilities for many decades to come.

Vocabulary knowledge may not be a unidimensional construct, and the relations between vocabulary knowledge and age may depend on the aspect of vocabulary knowledge being assessed. In this study, we examined the factor structure of a vocabulary test given to a large nationally representative sample of individuals (N approximately 20,500). Results indicated that the vocabulary test is not unidimensional but bidimensional, with Basic Vocabulary and Advanced Vocabulary factors. An analysis of age differences indicates that basic vocabulary is highest around the age of 30, with a negative relation to age in late adulthood; in contrast, advanced vocabulary is unrelated to age between ages 35 and 70. Cohort effects may explain some of the differential age trend.