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Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures. 

The importance and value of high quality opportunities to authentically practice teaching is key for new teacher development. Unfortunately, securing high quality field experiences for preservice teachers is an ongoing problem for many teacher education programs. This article describes how we used our own university-level science content courses to provide preservice teachers with robust teaching experiences through teaching internships. We share our insights from engaging interns for the last 10 years as well as the key elements of the internship experience from the perspective of former interns. 

Assessment continues to be an important conversation point within Science, Technology, Engineering, and Mathematics (STEM) education scholarship and practice (Krupa et al., 2019; National Research Council, 2001). There are guidelines for developing and evaluating assess- ments (e.g., AERA et al., 2014; Carney et al., 2022; Lavery et al., 2019; Wilson & Wilmot, 2019). There are also Standards for Educational & Psychological Testing (Standards; AERA et al., 2014) that discuss important rele- vant frameworks and information about using assessment results and interpretations. Quantitative assessments are used as part of daily STEM instruction, STEM research, and STEM evaluation; therefore, having robust assess- ments is necessary (National Research Council, 2001). An aim of this editorial is to give readers a few relevant ideas about modern assessment research, some guidance for the use of quantitative assessments, and framing validation and assessment research as equity-forward work.