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Mary Lou Fulton Teachers College
Education Policy Analysis Archives
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Colleges and Schools
Vol. 14 (2006)
Vol. 14 (2006)
High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?
Sharon L. Nichols, Gene V Glass, David C. Berliner
Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance
Keith Zvoch, Joseph J. Stevens
Innovation As school life: A Case Analysis of Andalusia Using a "Concerns-Based Adoption Model"
José Gijón Puerta
The legend of the large MCAS gains of 2000-2001.
Gregory Camilli, Sadako Vargas
National Board Certification as Professional Development: What Are Teachers Learning?
David Lustick, Gary Sykes
The Democratization of educational inequalities in France and the United Kingdom: A Global Update, a Local Reading
Antonio Luzon, Mónica Torres
Effects of a State Mandated Policy (Site-Based Councils) and of Potential Role Incumbents on Teacher Screening Decisions in High and Low Performing Schools.
I. Phillip Young, Kimberly Miller-Smith
The Black-White achievement gap: Do state policies matter?
Henry I. Braun, Aubrey Wang, Frank Jenkins, Elliot Weinbaum
Educational liberalization under the AGCS/GATS: Analyzing the current state of negotiations
Small schools and the pressure to consolidate.
Aimee Howley, Craig Howley
The Contract-Programs in Universities: Lessons from the International Comparison
Ana M. García de Fanelli
Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB.
Madhabi Chatterji, Young Ae Kwon, Clarice Sng
The impact of language and high-stakes testing policies on elementary school English language learners in Arizona.
Wayne E. Wright, Daniel Choi
Examining instruction, achievement, and equity with NAEP mathematics data.
Sarah Theule Lubienski
The School and Cultural Diversity: Notes on Multicultural Education in Portugal
José Carlos Pina Almeida
Perceptions of the impact of accountability on the role of principals.
James E. Lyons, Bob Algozzine
On ideology, causal inference and the reification of statistical methods: Reflections on "Examining instruction, achievement and equity with NAEP mathematics data."
Technical Problems and Political Uses of National Assessments in the Argentinian Educational System
Silvina Gvirtz, Silvina Larripa, Verónica Oelsner
The Impact of Lifelong Learning Teacher Education in Secondary School Results
Paula González-Vallinas, David Oterino, José Luis San Fabián
Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners.
Alex Ragan, Nonie Lesaux
The Eight-Year Study: From Evaluative Research to a Demonstration Project, 1930—1940.
Concepts of Education and Education for Women Clients of a Health Center in Rio De Janeiro
Isabela Cabral Félix de Sousa
NCLB: Local implementation and impact in southwest Washington state.
Linda Mabry, Linda Mabry and Jason Margolis
Funding for Performance and Equity: Student Success in English Further Education Colleges.
A look at the other devices in the Foreign Language Training: Isomorphisms of Language Policy and the Mediation
Teresa Yurén, Cony Saenger
Curriculum as praxis: Ensuring quality technical education in Singapore for the 21st century.
Tiew Ming Yek, Dawn Penney
The Argentine Universities in the Context of Policies of the 90s: The Case of the Joint Degree in Science Education UNICEN
School size, student achievement, and the "power rating" of poverty: Substantive finding or statistical artifact?
A Multilevel Study Based on PISA 2003: School Effectiveness Factors in the area of Mathematics
Covadonga Ruiz de Miguel, Maria Castro Morera
Relationships between high-stakes testing policies and student achievement after controlling for demographic factors in aggregated data.
Gregory J. Marchant, Sharon E. Paulson, Adam Shunk
No more aggregate NAEP studies? [editorial].
The school in the Quechua peasant world: sociocultural tensions between modes of socialization of knowledge
Jaime Zambrana Vargas
Comparison of the enrollment percentages of magnet and non-magnet schools in a large urban school district.
Bias factors associated with assessing the validity of university teaching: a hierarchical linear model
Raciel Acevedo Alvarez, Nuria Mairena Rodríguez