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Cited by

• 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
• 2011Collaboration and Networking in Education152 cited
• 2003Secondary Career and Technical Education and Comprehensive School Reform: Implications for Research and Practice135 cited
• 2006The state of educational intervention research as viewed through the lens of literacy intervention123 cited
• 2005Effective Reading Programs for English Language Learners and Other Language-Minority Students113 cited
• 2009Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience99 cited
• 2004Level and Change in Reading Scores and Attention Problems During Elementary School as Predictors of Problem Behavior in Middle School91 cited
• 2011The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All90 cited
• 2005Success for All: First-Year Results From the National Randomized Field Trial85 cited
• 2008