BakerE.L., & LinnR.L. (1997). Emerging educational standards of performance in the United States.Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing.
3.
BirmanB., ReeveA., & SattlerC. (1998). The Eisenhower professional development program: Emerging themes from six districts.Washington, DC: American Institutes for Research in the Behavioral Sciences.
4.
BoydD., LankfordH., LoebS., & WyckoffJ. (2003). Understanding teacher labor markets: Implications for educational equity. In PleckiM. L., & MonkD.H. (Eds.), School finance and teacher quality: Exploring the connections. The 2003 yearbook of the American Education Finance Association (pp. 55–83). Larchmont, NJ: Eye on Education.
5.
Center on Educational Policy. (2003, January). From the capital to the classroom: State and federal efforts to implement the No Child Left Behind Act.Washington, DC: Center on Educational Policy.
6.
Cohen, D.K. (1995). What standards for national standards?Phi Delta Kappan, 76(10), 751–757.
7.
CohenD.K., & BarnesC.A. (1993). Pedagogy and policy. In CohenD.K., McLaughlinM.W., & TalbertJ. (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 207–239). San Francisco, CA: Jossey-Bass.
8.
CooksonP.W.Jr. (1995). Goals 2000: Framework for the new educational federalism. Teachers College Record, 96(3), 404–417.
9.
Darling-HammondL. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1). Retrieved December 12, 2002, from http://epaa.asu.edu/epaa/v8n1/
10.
Darling-HammondL., & SykesG. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified” challenge. Education Policy Analysis Archives, 11(3). Retrieved September 16, 2003, from http://epaa.asu.edu/epaa.v11n33
11.
Darling-HammondL., & YoungsP. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us?Educational Researcher, 31(9), 13–25.
12.
Directorate for Education and Human Resources Division of Research, Evaluation and Communication (1996, August). NSF evaluation highlights: A report on the National Science Foundation's efforts to assess the effectiveness of its education programs.Washington, DC: National Science Foundation. Retrieved June 2003 from http://www.nsf.gov/pubs/1996/nsf96140/nsf96140.pdf
DOE (Department of Education). (2001). No Child Left Behind Act of 2001. Amended in 2002. Retrieved May 2003 from http://www.ed.gov/legislation/ESEA02/
EisenhartM., & TowneL. (2003). Contestation and change in national policy on “scientifically based” education research. Educational Researcher, 32(7), 31–38.
21.
ElmoreR.F., & McLaughlinM.W. (1988). Steady work: Policy, practice, and the reform of American education.Santa Monica, CA: RAND.
22.
Feiman-NemserS. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
23.
Feiman-NemserS., CarverC., KatzD., SchwilleS., SmithE., & YuskoB. (2000). Beginning teacher induction: A study of three promising programs. Final report for the National Partnership for Excellence and Accountability (NPEAT). East Lansing: Michigan State University, College of Education.
24.
FergusonR.F. (1997). Evidence that schools can narrow the Black-White test score gap. Working Paper, #H–97-04.Cambridge, MA: Malcolm Wiener Center for Social Policy, John F. Kennedy School of Government.
GardnerH. (2002, September 4). The quality and qualities of educational research. Education Week, 22(1), 72, 49.
27.
General Accounting Office. (2003a, May). Title I characteristics of tests will influence expenses; Information sharing may help state realize efficiencies. GAO-03–389, a report to Congressional Requesters. Washington, DC: Author.
28.
General Accounting Office (2003b, July). No Child Left Behind Act: More information would help states determine which teachers are highly qualified. GAO-03–631, a report to Congressional Requesters. Washington, DC: Author.
29.
GoldhaberD., & BrewerD. (1997). Evaluating the effect of teacher degree level on educational performance. In FowlerW. (Ed.), Developments in school finance, 1996 (pp. 197–210). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved August 2003 from http://nces.ed.gov/pubs97/97535l.pdf
30.
GoldhaberD., & BrewerD. (1999). Teacher licensing and student achievement. In KanstroroomM., & FinnC.E.Jr. (Eds.), Better teachers, better schools (pp. 83–102). Washington, DC: Thomas B. Fordham Foundation.
31.
HannawayJ., & KimballK. (2001). Big isn't always bad: School district size, poverty, and standards-based reform. In FuhrmanS.H. (Ed.), From the capital to the classroom: Standards-based reform in the states. The one-hundredth yearbook of the National Society for the Study of Education, Part II (pp. 99–123). Chicago, IL: National Society for the Study of Education.
32.
HanushekE.A. (1996). School resources and achievement in Maryland.Baltimore: Maryland State Department of Education.
33.
HirshE., KoppichJ.E., & KnappM. (1999, December). State action to improve teaching.Seattle, WA: Center for the Study of Teaching and Policy.
34.
HirshE., KoppichJ.E., & KnappM. (2001, February). Revisiting what states are doing to improve the quality of teaching: An update of patterns and trends.A working paper prepared in collaboration with the National Conference of State Legislatures. Seattle, WA: Center for the Study of Teaching and Policy.
35.
ImazekiJ. (2003). Class size reduction and teacher quality: Evidence from California. In PleckiM. L., & MonkD.H. (Eds.), School finance and teacher quality: Exploring the connections. The 2003 yearbook of the American Education Finance Association (pp. 159–178). Larchmont, NJ: Eye on Education.
36.
IngersollR. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
37.
IngersollR. (2003). Is there really a teacher shortage? Center for the Study of Teaching and Policy, University of Washington. Available at http://ctpweb.org
38.
JenningsJ. (1998). Why national standards and tests? Politics and the quest for better schools.Thousand Oaks, CA: Sage.
39.
JenningsJ. (2003). From the White House to the schoolhouse: Greater demands and new roles. In BoydW. L., & MiretzkyD. (Eds.), American educational governance on trial: Change and challenges. The 102nd yearbook of the National Society for the Study of Education, Part I (pp. 291–309). Chicago, IL: National Society for the Study of Education.
40.
KaplanL.S., & OwingsW.A. (2003, May). The politics of teacher quality. Phi Delta Kappan, 84(6), 687–692.
41.
KilleenK., MonkD., & PleckiM. (2002). School district spending on professional development: Insights available from national data (1992–1998). Journal of Education Finance, 28(1), 25–49.
42.
KoppichJ. (2003). Distributing the pie: Allocating resources through labor-management agreements. In PleckiM. L., & MonkD.H. (Eds.), School finance and teacher quality: Exploring the connections. The 2003 yearbook of the American Education Finance Association (pp. 229–246). Larchmont, NJ: Eye on Education.
43.
LabbéT. (2002, August 28). More new Md. teachers not fully certified. Washington Post, b05.
44.
LewisA. (2003, February). Washington Commentary: Title II and teacher testing. Phi Delta Kappan; 84(6), 420–421.
45.
LinnR.L., BakerE.L., & BetebennerD.W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31(6), 3–16.
46.
LudlowL.H. (2001). Teacher test accountability: From Alabama to Massachusetts. Education Policy Analysis Archives, 9(6). Retrieved August 2003 from http://epaa.asu.edu/epaa/v9n6.html
47.
MassellD., KirstM., & HoppeM. (1997). Persistence and change: Standards-based systemic reform in nine states.Philadelphia: University of Pennsylvania Consortium for Policy Research in Education (CPRE), RB–21. Retrieved November 2002 from http://www.cpre.org/Publications/rb21.pdf
48.
MathisW.J. (2003, May). No Child Left Behind: Costs and benefits. Phi Delta Kappan, 84(6), 679–686.
49.
McLaughlinM.W. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77, 339–351.
50.
MelnickS.L., & PullinD. (2000). Can you take dictation? Prescribing teacher quality through testing. Journal of Teacher Education, 51(4), 262–275.
51.
MezzacappaD. (2002, November 15). Pa. moves to raise teacher standard. Philadelphia Inquirer, 1.
MurnameR.J. (1983). Understanding the sources of teaching competence: Choices, skills, and the limits of training. Teachers College Record, 84(3), 564–589.
54.
OddenA.R. (2003). An early assessment of comprehensive teacher compensation change plans. In PleckiM. L., & MonkD.H. (Eds.), School finance and teacher quality: Exploring the connections. The 2003 yearbook of the American Education Finance Association (pp. 209–228). Larchmont, NJ: Eye on Education.
55.
PaigeR., StroupS., & AndradeJ.R. (2002). Meeting the highly qualified teachers challenge: The Secretary's annual report on teacher quality.Washington, DC: U.S. Department of Education Office of Postsecondary Education. Retrieved June 2003 from http://www.title2.org/ADATitleIIReport2002.pdf
56.
PaigeR., StroupS., & AndradeJ.R. (2003). Meeting the highly qualified teachers challenge: The Secretary's annual report on teacher quality.Washington, DC: U.S. Department of Education Office of Postsecondary Education. Retrieved November 2003 from http://www.title2.org/TitleIIReport03.pdf
57.
PleckiM.L. (2000). Economic perspectives on investments in teacher quality: Lessons learned from research on productivity and human resource development. Education Policy Analysis Archives, 8(33). Retrieved November 2003 from http://epaa.asu.edu/epaa/v8n33.html
58.
PorterA.C., GaretM.S., DesimoneL., YoonK.S., & BirmanB.F. (2000). Does professional development change teaching practice? Results from a three-year study.Washington, DC: American Institutes for Research in the Behavioral Sciences.
59.
PorterA.C., GaretM.S., DesimoneL., YoonK.S., BirmanB.F., & HermanR. (1999). Designing effective development: Lessons from the Eisenhower program.Washington, DC: American Institutes for Research in the Behavioral Sciences.
ReysB., RobinsonE., SconiersS., & MarkJ. (1999). Mathematics curricula based on rigorous national standards: What, why, and how?Phi Delta Kappan, 80(6), 454–456.
62.
RiceJ.K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes.Washington, DC: Economic Policy Institute.
63.
SackJ. (2002, October 2). Illinois board adjusts teacher certification to meet federal rules. Education Week, 22(5), 20.
64.
ShieldsP., & KnappM. (1997, December). The promise and limits of school-based reform: A national snapshot. Phi Delta Kappan, 78(4), 288–294.
65.
SlavinR.E. (2002). Evidence-based education policies: Transforming educational research and practice. Education Researcher, 31(7), 15–21.
66.
SpillaneJ.P., & ThompsonC.L. (1997). Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19, 185–203.
67.
SpillaneJ.P., & ZeuliJ.S. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation and Policy Analysis, 21(1), 1–28.
ThompsonC.L., & ZeuliJ.S. (1999). The frame and the tapestry: Standards-based reform and professional development. In Darling-HammondL., & SykesG. (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341–375). San Francisco: Jossey-Bass.
70.
TimarT. (1997). The institutional role of state education departments: A historical perspective. American Journal of Education, 105, 231–260.