Center on Education Policy. (2006). Ten big effects of the No Child Left Behind Act on Public Schools . Retrieved January 12, 2008 from http://www.cepdc.org/document/docWindow.cfm?fuseaction=document.viewDocument&documentid=29&documentFormatId=596
2.
Commission on Instructionally Supportive Assessment. ( 2001, October). Building tests to support instruction and accountability: A guide for policymakers. Retrieved August 5, 2009, from http://www.testaccountability.org/
3.
Gunzenhauser, M.G. ( 2003). High-stakes testing and the default philosophy of education . Theory Into Practice, 42, 51-58.
4.
Jones, G., Jones, B.D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. ( 1999). The impact of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81, 199-203.
5.
National Commission on Excellence in Education. ( 1983). A nation at risk. Washington, DC: Author.
6.
National Research Council. (2003). Assessment in support of instruction and learning: Bridging the gap between large-scale and classroom assessment. (Workshop report, Committee on Assessment in Support of Learning). Washington, DC: National Academies Press.
7.
No Child Left Behind Act of 2002, Pub Law no. 107-110 (2002, January). Retrieved January 12, 2009 from http://www.ed .gov/policy/elsec/leg/esea02/107-110.pdf.
8.
Passow, A.H. ( 1982). Differentiated curricula for the gifted/ talented . In Curricula for the gifted: Selected proceedings for the First National Conference on Curricula for the Gifted/ Talented (pp. 4-20). Ventura, CA: National/State Leadership Training Institute on the Gifted and Talented.
9.
Pedulla, J.J., Abrams, L.M., Madaus, G.F., Russell, M.K., Ramos, M.A., & Miao, J. ( 2003). Perceived effects of state-mandated programs on teaching and learning: Findings from a national survey of teachers. Boston: National Board on Educational Testing and Public Policy.
10.
Stecher, B.M., & Chun, T. ( 2001). School and classroom practices during two years of education reform in Washington state (CSE Tech. Rep. No. 550). Los Angeles: University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing.
11.
Stiggins, R. ( 2003). Balanced assessment: The key to accountability and improved student learning. Washington, DC: National Education Association.
12.
Webb, N.L. ( 1999). Alignment of science and mathematics standards and assessment in four states. (Research Monograph No. 18). Arlington, VA: National Science Foundation.