Longitudinal Effect of the Washington Assessment of Student Learning (WASL) on Student Achievement

Donald C. Orlich

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Author

Donald C. Orlich
Washington State University

Donald C. Orlich is Professor Emeritus, Science Mathematics Engineering Education Center at Washington State University, Pullman. His academic focus is science education and instruction. He is senior co-author with R. Harder, R. Callahan, M, Trevisan and A. Brown of the forthcoming 7th edition of Teaching Strategies: A Guide to Effective Instruction, Houghton Mifflin, 2004. He authored Designing Successful Grant Proposals, ASCD 1996/2002. On March 2001, the 160,000 member ASCD honored him with the “The Affiliate Publications Award for Outstanding Affiliate Article” for “A Critical Analysis of the Grade Four Washington Assessment of Student Learning.”

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