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Raising Standards or Raising Barriers?: Inequality and High Stakes Testing in Public Education
0 references·16 citing·56 second hopsampled
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  • 2007High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis1,247 cited
  • 2008Achieving Equity in Special Education: History, Status, and Current Challenges662 cited
  • 2007Assessing No Child Left Behind and the Rise of Neoliberal Education Policies627 cited
  • 2011Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21 st century curriculum579 cited
  • 2015Meritocracy 2.0454 cited
  • 2009Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools341 cited
  • 2009Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement312 cited
  • 2007Early Schooling: The Handicap of Being Poor and Male280 cited
  • 2002High-Stakes Testing & Student Learning263 cited
  • 2006Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners226 cited
  • 2006High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?201 cited
  • 2010Nontraditional families and childhood progress through school188 cited
  • 2005African American Spirituality and Cornel West’s Notions of Prophetic Pragmatism: Restructuring Educational Leadership in American Urban Schools185 cited

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  • 2006Teacher Identity and Agency in School Worlds: Beyond the All‐Good/All‐Bad Discourse on Accountability‐Explicit Curriculum Policies181 cited
  • 2011The Detrimental Effects of Missing School: Evidence from Urban Siblings171 cited
  • 2005The Inevitable Corruption of Indicators and Educators through High-Stakes Testing.165 cited