Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity

4 references·16 citing·51 second hop

FromToDepth

this work references cited by second hop

References

2000Assessments and Accountability715 cited
2004The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues517 cited
2003Accountability: Responsibility and Reasonable Expectations300 cited
2004No child left behind?: the politics and practice of school accountability240 cited

Cited by

2009Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand304 cited
2009Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway217 cited
2008Methodological Concerns About the Education Value-Added Assessment System198 cited
2006No Child Left Behind and Science Education: Opportunities, Challenges, and Risks194 cited
2009Rigid Response in an Age of Accountability183 cited
2016Socioeconomic Gaps in Early Childhood Experiences179 cited
2006Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look into National and State Reading and Math Outcome Trends.162 cited
2018Is Free and Reduced-Price Lunch a Valid Measure of Educational Disadvantage?148 cited
2012Additive schooling in subtractive times: bilingual education and Dominican immigrant youth in the Heights135 cited
2016Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

103 cited

2016Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers99 cited

2007The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools90 cited

2012The relationship between adolescents’ civic knowledge, civic attitude, and civic behavior and their self-reported future likelihood of voting81 cited

2010Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement80 cited

2010Value-Added Models of Assessment: Implications for Motivation and Accountability79 cited

2012Bridging accountability obligations, professional values and (perceived) student needs with integrity78 cited