A new Lower Cretceous lithostratigraphic unit of the Western Barents Shelf, named the Klippfisk Formation, is formally introduced. The formation represents a condensed carbonate succession deposited on platform areas and structural highs, where it consists of limestones and marls, often glauconitic. The limestones may have a nodular appearance, and fossil debris, which are dominated by Inoceramus prisms, may be abundant. The Klippfisk Formation is composed of two members: the Kutling Member defined herein from cores drilled on the Bjarmeland Platform, and the coeval Tordenskjoldberget Member described on Kong Karls Land. The base of the formation is defined by the abrupt decrease in gamma‐ray intensity, where the dark shales of the underlying Hekkingen or Agardhfjellet formations are replaced by marls. It is often unconformable. The Klippfisk Formation is of Berriasian to Early Barremian age and appears to be time‐transgressive over parts of the Western Barents Shelf (including Kong Karls Land). It passes laterally into the basinal Knurr Formation. On Kongsøya (Kong Karls Land) a thin shale unit, bounded by unconformities, earlier included in the Tordenskjoldberget Member, represents the northernmost extension of the overlying Kolje Formation in the Barents Shelf.

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In Colorado, the Colorado Student Assessment Program (CSAP) has been created as the performance standard to determine progress that Colorado students are making toward meeting content standards. This study utilized results of the CSAP across 3 years (1999)(2000)(2001) to determine the impact that standards-based education in Colorado is having on Latino students in general, and on Latino English language learners (ELLs) specifically. CSAP results in reading and writing in English and Spanish were compared for Latinos taking the CSAP in Spanish, Latinos taking the CSAP in English, and all Colorado third and fourth graders. This study also examined the extent to which school report card grades were affected in schools with large numbers of ELLs. Results indicate that the percentage of Latinos meeting state standards as measured by the Spanish CSAP is equivalent to, and in some cases higher, than the percentage of Latinos who are taking the CSAP in English. However, a gap exists between Latinos, no matter what their language of instruction and testing, and all Colorado third and fourth graders. This study found that school report card grades are lower in schools with large numbers of ELLs; this raises questions about the negative impact of school report card grades on schools that have high numbers of ELLs.