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Monday, November 24, 2025

NY Times article: America’s children are unwell—Are schools part of the problem?

 https://www.nytimes.com/2025/11/24/magazine/youth-mental-health-crisis-schools.html?unlocked_article_code=1.3k8.SqUT.-iVKFtsi4Lfe&smid=nytcore-ios-share




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Posted by Kevin McGrew at 8:30 AM
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Kevin McGrew
Dr. Kevin McGrew is Director of the Institute for Applied Psychometrics (llc). Additional information, including potential conflicts of interest resulting from commercial test development or other consultation, can be found at The MindHub(TM; http://www.themindhub.com ). General email contact is iqmcgrew@gmail.com
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About this blog and blogger

  • Why IQ's Corner blog?
  • The MindHub
  • K. McGrew LinkedIn profile
  • K. McGrew Bio
  • K. McGrew CV
  • K. McGrew Conflict of Interest Disclosure
  • IQMobile @ Twitter
  • Institute for Applied Psychometrics (IAP)
  • Brain Clock blog
  • Atkins MR/ID Intellectual Competence & Death Penalty blog

IQs Corner Recognized

  • Journal of Intelligence 2023 Best Paper Award
  • Psychology Today Interview
  • Scientific American-Mind
  • Top 101 brain blog 2008
  • Top Psychology Blog 2017-Online Counseling Programs

Key projects, features and articles

  • WJ IV Evolving Web of Knowledge (EWOK)
  • "Intelligent" intelligence testing with the WJ IV COG
  • Beyond CHC and the WJ III: Pushing the edge of the envelope
  • Beyond IQ project
  • CHC COG-ACH correlates res. synthesis
  • CHC Intelligence Theory Ability Model and Definitions: CHC v2.0 (June 2011)
  • CHC theory ability definitions-brief (6-8-16)
  • CHC theory and IQ impact brief
  • CHC theory cognitive ability defintion codeooks
  • CHC Timeline Project
  • Human Cognitive Abilities Project
  • IQs Corner Recent Lit of Interest
  • Key CHC theory articles by K. McGrew
  • McGrew (2009) article # 1 cited in Intelligence (01-10-14)
  • McGrew et al. (1997) article in top 100 articles in history of school psychology
  • What we've learned from 20 years of CHC COG-ACH relations research: Back to the future and Beyond CHC
  • WJ III EWOK (Evolving Web of Knowledge)
  • WJ III test descriptions & CHC classifications

MindHub Pubs

  • Mind Hub Pub #1: The Motivation & Academic Competence (MACM) Commitment Pathway to Learning Model: Crossing the Rubicon to Learning Action
  • MindHub Pub #2: The Science Behind Interactive Metronome: An Interation of Brain Clock, Temporal Processing, Brain Network and Neurocognitive Research and Theory
  • MindHub Pub #3: WJ IV Norm-Based and Supplemental Clinical Test Groupings for “Intelligent” Intelligence Testing with the WJ IV

Applied Test Development Series

  • Part A: Planning, development frameworks & domain/test specification blueprints
  • Part B: Test and Item Development
  • Part C: Use of Rasch Technology
  • Part D: Develop norm (standardization) plan
  • Part E: Calculate norms and derived scores
  • Part F: Psychometric/technical and statistical analysis: Internal
  • Part G: Psychometric/technical and statistical analysis: External

Applied Psychometrics 101 (AP101) Reports

  • AP101: # 1 Understanding IQ score differences
  • AP101: #2 What does the WAIS-IV measure?
  • AP101:#3 MDS of the WJ III and CHC model implications
  • AP101:#4 Cluster analysis of WJ III: Theory and test interp implications
  • AP101 #5: Standard error of measurement (SEM): An explanation and facts for "fact finders" in MR/ID death penalty proceedings
  • AP101 #6: Flynn Effect Series-What is the Flynn Effect?
  • AP101 # 7: Flynn Effect Series: Is the Flynn Effect a Scientifically Accepted Fact?
  • AP101 #9: Why the ASVAB should not be used in the determination of a diagnosis of MR/ID
  • AP101: #10 "Just say no" to averaging IQ subtest scores
  • AP101 #11: Time to stop executing the mental retarded--The case for applying the standard error of measurement
  • AP101 #12: CHC narrow ability assessment with the WJ III Battery

Applied Psychometrics 101 (AP101) Briefs

  • AP 101 Brief # 18: Misunderstanding and misuse of achievement test scores in Atkins MR/ID death penalty cases: Part 1--range of expected grade equivalents
  • AP 101 Brief # 18: Misunderstanding and misuse of achievement test scores in Atkins MR/ID death penalty cases: Part 1--range of expected standard scores
  • AP101 Brief # 16: Beyond CHC: Within-CHC Complexity Optimized Measures
  • AP101 Brief #15: Cognitive-Aptitude-Achievement Trait Complex Analysis: Implications for SLD Assessment and Dx
  • AP101 Brief #14: Demographically adjusted neuropsych (Heaton) norm-based scores inappropriate for MR/ID Dx
  • AP101 Brief # 13: CHC-consistent aptitude clusters: Back to the future
  • AP101 Brief #1: g or not to g
  • AP101 Brief #2: IQ test battery descriptive comparison information
  • AP101 Brief # 4: CHC theory and impact on IQ testing brief
  • AP101 Brief #5: The Wechsler-like IQ subtest scaled score metric: The potential for misuse, misinterpretation and impact on critical life decisions
  • AP101 Brief # 6: Understanding score differences on the Wechsler IQ batteries: CHC evolution of the FS IQ's
  • AP101 Brief #7: Understanding IQ score differences via IQ CHC DNA fingerprint analysis
  • AP101 Brief # 8: Independent CFA of the WAIS-IV
  • AP 101 Brief # 9. The problem with the 1/1.5 SD SS (15/22) subtest difference rule-of-thumb
  • AP 101 Brief # 10: Understanding IQ score differences--Examiner error
  • IAP AP101 Brief # 11: What is the typical IQ and adaptive behavior correlation?
  • AP101 #12: The use of IQ composite parts scores as indicators of general intelligence in SLD and MR/ID diagnoses

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