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• 2005Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?200 cited
• 2002The Long-Term Effects and Cost-Effectiveness of Success for All182 cited
• 2008The Impact of No Child Left Behind on Teachers' Writing Instruction173 cited
• 2005Beyond grade retention and social promotion: Promoting the social and academic competence of students165 cited
• 2012Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades148 cited
• 2002COMPREHENSIVE SCHOOL REFORM AND STUDENT ACHIEVEMENT A Meta-Analysis148 cited
• 2005Effective Reading Programs for English Language Learners and Other Language-Minority Students113 cited
• 2003Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis.113 cited
• 2009Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience99 cited
• 2003Reading, Writing, and Retention: A Primer on Grade Retention Research.96 cited
• 2005Success for All: First-Year Results From the National Randomized Field Trial85 cited
• 2008Technology Infusion in Success for All: Reading Outcomes for First Graders78 cited
• 2020Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education