Assessment, equity, and opportunity to learn

Assessment, Equity, and Opportunity to Learn

Volumn , Issue , 2008, Pages 333-352

  Pullin, Diana C ^a  

^a BOSTON COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80054910084     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511802157.013     Document Type: Chapter

References (8)

1. Cochran-Smith, M. and S. Lytle. 1993. Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
2. Elmore, R. and M. McLaughlin. 1988. Steady work: Policy, practice, and the reform of American education. Santa Monica: The Rand Corporation.
3. Heubert, J. P. and R. M. Hauser, eds. 1999. High stakes: Testing for tracking, promotion, and graduation. Washington, D.C.: National Academy Press.
4. Labaree, D. 1997. How to succeed in school without really trying: The credentials race in American education. NewHaven: Yale University Press.
5. Moss, P. A., D. Pullin, J. P. Gee, and E. H. Haertel. 2005. The idea of testing: Psychometric and sociocultural perspectives. Measurement: Interdisciplinary Research and Perspectives 3: 63-83.
6. Ogbu, J. and A. Davis. 2003. Black American students in an affluent suburb: A study of academic disengagement. Mahwah, N.J.: Lawrence Erlbaum.
7. Shepard, L. A. 2000. The role of assessment in a learning culture. Educational Researches 29(7), 4-14.
8. Spillane, J. 2004. Standards deviation: How schools misunderstand educational policy. Cambridge, Mass.: Harvard University Press.