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Children Left Behind in AYP and Non‐AYP Schools: Using Student Progress and the Distribution of Student Gains to Validate AYP
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Children Left Behind in AYP and Non‐AYP Schools: Using Student Progress and the Distribution of Student Gains to Validate AYP (2007)Children Left Behind in AYP and Non‐AYP S…Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? (2016)Achievement gaps for students…Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators (2012)Test Anxiety and High-Stakes …Performance effects of failure to make Adequate Yearly Progress (AYP): Evidence from a regression discontinuity framework (2011)Performance effects of failur…Evaluating the Validity of a High‐Stakes ESL Test: Why Teachers' Perceptions Matter (2011)Evaluating the Validity of a …The use of performance feedback in school improvement in Louisiana (2010)The use of performance feedba…Schulentwicklung im Längsschnitt. Ein Forschungsprogramm und erste explorative Analysen (2009)Schulentwicklung im Längsschn…Exploring Models of School Performance: From Theory to Practice (2005)Exploring Models of School Pe…Educational Organizations as Loosely Coupled Systems (1976)Effective Schools for the Urban Poor (1979)What Works in Schools: Translating Research Into Action (2003)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The Power of Feedback (2007)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Principals’ reactions to feedback received by school inspection: A longitudinal study (2016)Pointing teachers in the wrong direction: understanding Louisiana elementary teachers’ use of Compass high-stakes teacher evaluation data (2018)Determinants of poor academic performance among undergraduate students—A systematic literature review (2023)Correlates, Causes, Effects, and Treatment of Test Anxiety (1988)Educational Leadership (2004)Professional School Counseling (2012)Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study (2013)Initial Development and Factor Structure of the Educator Test Stress Inventory (2014)The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging (2014)Experimental and Quasi-Experimental Designs for Research (1963)Teacher Quality and Student Achievement (2000)Teacher Quality and Student Achievement: A Review of State Policy Evidence (2000)Using growth models to monitor school performance: comparing the effect of the metric and the assessment (2010)A Policy Analysis of the Federal Growth Model Pilot Program's Measures of School Performance: The Florida Case (2011)Fundamental Considerations in Language Testing (1991)Multiculturalism: Examining the Politics of Recognition. (1994)Standards for Educational and Psychological Testing (2007)Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform (2014)Mixed Methods Research in Language Testing and Assessment (2014)Implementing RTI in Two Rural Elementary Schools: Encouraging Beginnings and Challenges for the Future (2018)9. Does External Accountability Affect Student Outcomes? A Cross-State Analysis (2002)Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools (2004)Does school accountability lead to improved student performance? (2005)The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida's elementary science exam (2009)More Than Sanctions (2013)Under Pressure: Job Security, Resource Allocation, and Productivity in Schools under No Child Left Behind (2014)Decoding, Reading, and Reading Disability (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers (2017)
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  • 2012Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators104 cited
  • 2011Evaluating the Validity of a High‐Stakes ESL Test: Why Teachers' Perceptions Matter54 cited
  • 2016Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test?54 cited
  • 2011Performance effects of failure to make Adequate Yearly Progress (AYP): Evidence from a regression discontinuity framework40 cited
  • 2010The use of performance feedback in school improvement in Louisiana29 cited
  • 2005Exploring Models of School Performance: From Theory to Practice20 cited
  • 2009Schulentwicklung im Längsschnitt. Ein Forschungsprogramm und erste explorative Analysen12 cited

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