NCLB and Scientifically-Based Research

American Educational Research Association . (2004). Teachers matter: Evidence from value-added assessments. Research Points, 2(2). Retrieved on November 30, 2006 from http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RP_Summer04.pdf

Ball, D. L. , Hill, H. C. , & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 14-17, 20-22, 43-46.

Berman, P. , & McLaughlin, M. W. (1978). Federal programs supporting educational change, Volume VII: Implementing and sustaining innovations. Santa Monica, CA: RAND.

Borko, H. , Liston, D. , & Whitcomb, J. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11.

Boyd, D. , Grossman, P. , Lankford, H. , Loeb, S. , Wyckoff, J. , McDonald, M. , et al. (2006). Examining teacher preparation: Does the pathway make a difference? Retrieved February 4, 2006, from http://www.teacherpolicy_research.org/portals/1/pdfs/Examining_Teacher_Preparation_Full-Description.pdf

Bracey, G. W. (2006). The 16th Bracey Report on the Condition of Public Education. Phi Delta Kappan, 88(2), 151-166.

Callahan, R. E. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.

Carlson, J. S. & Levin, J. R. (2005). The No Child Left Behind legislation: Educational research and federal funding. Greenwich, CT: Information Age Publishing.

Center on Education Policy (2006). From the capitol to the classroom: Year 4 of the No Child Behind Act, summary and recommendations. Retrieved November 23, 2006 from http://www.cep-dc.org/nclb/Year4/NCLB-Year4Summary.pdf

Cochran-Smith, M. & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 69-109). Washington, DC: American Educational Research Association.

Commission on No Child Left Behind . (2006). National Education Organizations and Policy Experts Testify at Final Commission Hearing. Press release downloaded November 23, 2006 from http://www.aspeninstitute.org/site/c.huLWJeMRKpH/b.1200931/k.6F95/Press_ReleasesAdvisories.htm

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.

Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

Darling-Hammond, L , & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientificallybased research” actually tell us? Educational Researcher, 31(9), 13-25.

Dillon, S. (2006, September, 28). As 2 Bushes try to fix schools, the tools differ. The New York Times.

Elmore, R. F. (2002). Testing trap. Harvard Magazine, 105(1), 35-35.

Fuller, B. (2006). Is the No Child Left Behind Act working? Berkeley, CA: Policy Analysis for California Education.

Goldhaber, D. & Brewer, D. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-145.

Henig, S. (2006). Back to school for teachers: The No Child Left Behind Act has changed how colleges serve classroom practitioners. Retrieved October, 6, 2006 from http://chronicle.com/weekly/v53/i07/07a02001.htm

Hess, F. M. & Finn, C. E. (2004). Leaving no child behind? Options for kids in failing schools. New York: Palgrave.

Hess, F. M. & Petrilli, M. J. (2006). No Child Left Behind: Primer. New York: Peter Lang.

Lee, J. (2006). Tracking achievement gaps and assessing the impact of NCLB on the gaps. Cambridge, MA: Civil Rights Project, Harvard University.

Linn, R. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32(7), 3-13.

McCaffrey, D. F. , Lockwood, J. R. , Koretz, D. L. , Hamilton, L. S. (2003). Evaluating value-added models for teacher accountability. Santa Monica, CA: RAND.

Reyna, V. F. (2005). The No Child Left Behind Act and scientific research: A view from Washington, DC. In J. S. Carlson & J. R. Levin (Eds.), The No Child Left Behind legislation: educational research and federal funding (pp. 1-25). Greenwich, CT: Information Publishing.

Putnam, R. T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

Sanders, W. L. (1998). Value-added assessment. School Administrator, 11(55), 24-27.

Teacher Quality Partnership. (2006). http://www.teacherqualitypartnership.org/

The White House . (2006). Fact sheet: The No Child Left Behind Act: Challenging students through high expectations. Retrieved October 10, 2006 from http://www.whitehouse.gov/news/releases/2006/10/print/20061005-2.html

Thernstrom, A. & Thernstrom, S. (2003). No excuses: Closing the racial gap in learning. New York: Simon and Schuster.

Vernez, G. , Karam, R. , Mariano, L. T. , DeMartini, C. (2006). Evaluating comprehensive school reform models at scale: Focus on implementation. Retrieved November 18, 2006 from http://www.rand.org/pubs/monographs/MG546/

Wiley, E. W. (2006). A practioner's guide to value added assessment (Educational Policy Studies Laboratory Research Monograph). Tempe, AZ: Arizona State University.

Wilson, S. M. , & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (pp. 173-209). Washington, DC: American Educational Research Association.

Zeichner, K. (2005). A research agenda for teacher education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737-759). Mahwah, NJ: Erlbaum.

Zeichner, K. & Liston, D. (1996). Reflective teaching: An introduction. Mahwal, NJ: Lawrence Erlbaum.