References

• 2003Evaluating Value-Added Models for Teacher Accountability542 cited
• 2002The Promise and Pitfalls of Using Imprecise School Accountability Measures504 cited
• 2002Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001426 cited
• 2009Measuring Up347 cited
• 2003Accountability: Responsibility and Reasonable Expectations300 cited
• 2005Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity229 cited
• 2009Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway217 cited
• 2007Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools208 cited
• 2004Challenges in the No Child Left behind Act for English-Language Learners148 cited
• 2006Distorting Value Added: The Use of Longitudinal, Vertically Scaled Student Achievement Data for Growth-Based, Value-Added Accountability139 cited
• 2002Reconstituting Schools: “Testing” the “Theory of Action”132 cited
• 2010The Future of Test-Based Educational Accountability129 cited
• 1998The Validity of Gains in Scores on the Kentucky Instructional Results Information System (KIRIS)122 cited
• 2002Stability of School-Building Accountability Scores and Gains