Everson, H. T., Osterlind, S. J., Dogan, E., & Tirre, W. (2007). The performance effects of word locator cues on the NAEP reading assessment. Practical Assessment, Research and Evaluation,12, 1-10.
Everson, H.T. (2006, Jan. 25). Test scores on the table. [Review of the book Measurement and research in the accountability era]. PsycCRITIQUES—Contemporary Psychology, 51(4): APA Review of Books.
Everson, H.T. (2006). The Problem of transfer and adaptability: Applying the learning sciences to the challenge of the achievement gap. In E.W. Gordon & B. Bridglall (Eds.) The Affirmative Development of Academic Achievement, Rowman & Littlefield, Minneapolis, MN.
Everson, H.T. McArdle, J.J., Michna, G. & Dixon-Roman, E. (April, 2006). Is the SAT a Wealth Test? An Analysis of the Effects of Income, Parental Education and Academic Achievement on SAT Scores.
Everson, H.T., Dogan, E. & Osterlind, S. (2006). Effects of word location cues on rerformance on NAEP reading assessments. National Center for Education Statistics, Washington, DC.
APS Observer Profile of H. Everson (May, 2004).
M. Rabinowitz, F. Blumberg, & H. Everson (Eds.) (2004). The design of instruction and evaluation: Affordances of using media and technology. Mahwah, NJ: Erlbaum Associates.
Everson, H. & Millsap, R. (2004). Beyond Individual Differences: Exploring School Effects on SAT Scores. Educational Psychologist, 39(3), 157-172.
Sternberg, R.J., Rainbow Project Collaborators, & the University of Michigan Business School Project Collaborators (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist, 39(3), 185-198.
Everson, H. T., & Millsap, R. E. (2004). Beyond individual differences: Exploring school effects on SAT scores. Educational Psychologist, 39, 157-172.
Everson, H. T., & Millsap, R. E. (2004) Erratum.
Everson, H.T. & Millsap, R.E. (2004). Everyone Gains: Extracurricular activities in high school and higher SAT scores. College Board Report (2005-02). College Board, NY.
Everson, H.T. (2004). Innovation and change in the SAT: A design framework for future college admissions tests. In R. Zwick (Ed.) Rethinking the SAT: The Future of Standardized Testing in University Admissions .Routledge-Falmer, NY.
Tobias, S. & Everson, H.T. (2002). Knowing what you know, and what you don’t know. College Board Report (2002-04). College Board, NY.
Everson, H. (2000). A principled design framework for admissions tests: An affirming research agenda. Psychology, Public Policy, and Law, 6(1), 112-120.
Millsap, R.E. & Everson, H. (1993). Methodology review: Statistical methods for detecting test
bias. Applied Psychological Measurement, 17(4).
Everson, H. T., Millsap, R. E., & Rodriguez, C. M. (1991). Isolating gender differences in test anxiety: A confirmatory factor analysis of the test anxiety inventory. Journal Educational and Psychological Measurement, 51, 243-251.
Everson, H.T. (2008, July 15). The Diagnostic Challenge in Education. [Review of the book Cognitive Diagnostic Assesment for Education: Theory and Applications]. PsycCritiques-Contemporary Psychology, (53)4: APA Review of Books.
