100Kin10: Answering the Nation’s Call. 2012. http://www.100kin10.org/. Accessed October 2012.
Achieve Inc. 2012. Closing the Expectations Gap, 2012: 50-state progress report on the alignment of K-12 policies and practice with the demands of college and careers. Washington, DC. http://achieve.org/files/Achieve201250StateReport.pdf. Accessed March 2013.
Adelman C. 2008. The propaganda of international comparisons. Inside Higher Ed (December 15). http://insidehighered.com/views/2008/12/15/adelman. Accessed November 2012.
Ainsworth JW. 2002. Why does it take a village? The mediation of neighborhood effects on educational achievement. Social Forces 81(1):117–52.
Alliance for Excellent Education. 2011. Digital learning and technology: Federal policy recommendations to seize the opportunity—and promising practices that inspire them. Washington, DC. http://www.all4ed.org/files/DigitalLearning.pdf. Accessed February 2013.
Alliance for Excellent Education. 2012. The digital learning imperative: How technology and teaching meet today’s education challenges. Washington, DC. www.all4ed.org/files/DigitalLearningImperative.pdf. Accessed February 2013.
Almlund M, Duckworth A, Heckman JJ, Kautz T. 2011. Personality psychology and economics. Cambridge, MA: National Bureau of Economic Research.
Almy S, Theokas C. 2010. Not prepared for class: High-poverty schools continue to have fewer in-field teachers. Washington, DC: The Education Trust. http://www.edtrust.org/sites/edtrust.org/files/publications/files/Not%20Prepared%20for%20Class.pdf. Accessed May 2013.
Altbach PG, Reisberg L, Rumbley LE. 2009. Trends in global higher education: Tracking an academic revolution. Paris, France: UNESCO. http://unesdoc.unesco.org/images/0018/001831/183168e.pdf. Accessed October 2012.
Altonji JG, Blom E, Maghir C. 2012. Heterogeneity in human capital investments: High school curriculum, college major, and careers. NBER Working Paper 17985. Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/papers/w17985. Accessed March 2013.
Arneshensal CS, Sucoff CA. 1996. The neighborhood context of adolescent mental health. Journal of Health and Social Behavior 37(4):293–310.
Atkinson RD, Mayo M. 2010. Refueling the U.S. innovation economy: Fresh approaches to STEM education. Washington, DC: The Information Technology & Innovation Foundation (ITIF). http://www.itif.org/publications/refueling-us-innovation-economy-fresh-approaches-stem-education. Accessed October 2012.
Aud S, Fox M, KewalRamani A. 2010. Status and trends in the education of racial and ethnic groups. NCES 2010-015. Washington, DC: National Center for Education Statistics.
Aud S, Hussar W, Johnson F, Kena G, Roth E, Manning E, Wang X, Zhang J. 2012. The condition of education 2012. NCES 2012-045. Washington, DC: National Center for Education Statistics.
Aughinbaugh A. 2012. The effects of high school math curriculum on college attendance: Evidence from the NLSY97. Economics of Education Review 31(6):861–70.
Baker EL, Barton PE, Darling-Hammond L, Haertel E, Ladd HF, Linn RL, Ravitch D, Rothstein R, Shavelson RJ, Shepard LA. 2010. Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. http://www.epi.org/page/-/pdf/bp278.pdf. Accessed May 2013.
Bakia M, Shear L, Toyama Y, Lasseter A. 2012. Understanding the implications of online learning for educational productivity. Washington, DC: U.S. Department of Education, Office of Educational Technology. http://www.sri.com/sites/default/files/publications/implications-online-learning.pdf. Accessed September 2013.
Barab SA, Sadler TD, Heiselt C, Hickey D, Zuiker S. 2007. Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology 16(1):59–82.
Banilower ER, Smith PS, Weiss IR, Malzahn KA, Campbell KM, Weis AM. 2013. Report of the 2012 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research, Inc. http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/03/2012-NSSME-Full-Report-updated.pdf. Accessed March 2013.
Barrow L, Markman L, Rouse CE. 2009. Technology’s edge: The educational benefits of computer-aided instruction. American Economic Journal: Economic Policy 1(1):52–74.
Berkner L, Choy S. 2008. Descriptive summary of 2003–04 beginning postsecondary students: Three years later. NCES 2008-174. Washington, DC: National Center for Education Statistics.
Berliner DC. 2009. Poverty and potential: Out-of-school factors and school success. Boulder, CO: Education and the Public Interest Center & Education Policy Research Unit. http://nepc.colorado.edu/files/PB-Berliner-NON-SCHOOL.pdf. Accessed November 2012.
Berry B, Smylie M, Fuller E. 2008. Understanding teacher working conditions: A review and look to the future. Carrboro, NC: Center for Teaching Quality. http://www.teachingquality.org/sites/default/files/Understanding%20Teacher%20Working%20Conditions-%20A%20Review%20and%20Look%20to%20the%20Future.pdf. Accessed September 2013.
Boyd D, Grossman P, Lankford H, Loeb S, Wyckoff J. 2006. How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy 1(2):176–215.
Boyd D, Grossman P, Lankford H, Loeb S, Wyckoff J. 2008. Teacher preparation and student achievement. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research, Urban Institute. http://www.urban.org/UploadedPDF/1001255_teacher_preparation.pdf. Accessed May 2013.
Bozick RN, Dempsey TL. 2010. Effort. In Rosen JA, Glennie EJ, Dalton BW, Lennon JM, Bozick RN, editors. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Research Triangle Park, NC: RTI International. http://www.rti.org/pubs/bk-0004-1009-rosen.pdf. Accessed November 2012.
Bozick R, Lauff E. 2007. Education Longitudinal Study of 2002 (ELS:2002): A first look at the initial postsecondary experiences of the sophomore class of 2002. NCES 2008-308. Washington, DC: National Center for Education Statistics.
Brill S, McCartney A. (2008). Stopping the revolving door: Increasing teacher retention. Politics & Policy 36(5): 750–74.
Brooks-Gunn J, Duncan GJ, Klebanov PK, Sealand N. 1993. Do neighborhoods influence child and adolescent development? American Journal of Sociology 99(2):353–95.
Brown J, Schiller K, Roey S, Perkins R, Schmidt W, Houang R. 2013. The nation’s report card: Algebra I and geometry curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study. NCES 2013-451. Washington, DC: National Center for Education Statistics.
Buddin R, Zamarro G. 2009a. Teacher qualifications and middle school student achievement. Rand Working Paper WR-671-IES. Santa Monica, CA: Rand Education. http://www.rand.org/content/dam/rand/pubs/working_papers/2009/RAND_WR671.pdf. Accessed May 2013.
Buddin R, Zamarro G. 2009b. Teacher qualifications and student achievement in urban elementary schools. Santa Monica, CA: Rand Corporation. http://www.rand.org/pubs/reprints/RP1410.html. Accessed May 2013.
Camilli G, Vargas S, Ryan S, Barnett WS. 2010. Meta-analysis of the effects of early education interventions on cognitive and social development. Teacher College Record 112(3):579–620.
Campbell ME, Haveman R, Wildhagen T, Wolfe BL. 2008. Income inequality and racial gaps in test scores. In Magnuson K, Waldfogel J, editors. Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap. New York: Russell Sage Foundation.
Campuzano L, Dynarski M, Agodini R, Rall K. 2009. Effectiveness of reading and mathematics software products: Findings from two student cohorts. NCEE 2009-4041. Washington, DC: National Center for Education Evaluation and Regional Assistance.
Carnevale AP, Smith N, Strohl J. 2010. Help wanted: Projections of jobs and education requirements through 2018. Washington, DC: Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf. Accessed October 2012.
Castelli DM, Hillman CH, Buck SM, Erwin HE. 2007. Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport and Exercise Physiology 29(2):239–52.
Catsambis S, Beveridge AW. 2001. Does neighborhood matter? Family, neighborhood, and school influences on eighth grade mathematics achievement. Sociological Focus 34(4):435–57.
Chambers B, Cheung A, Slavin RE, Smith D, Laurenzano M. 2010. Effective early childhood education programs: A systematic review. Baltimore, MD: Best Evidence Encyclopedia, Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education. http://www.bestevidence.org/word/early_child_ed_Sep_22_2010.pdf. Accessed May 2013.
Chapman C, Laird J, Ifill N, KewalRamani A. 2011. Trends in high school dropout and completion rates in the United States: 1972–2009. NCES 2012-006. Washington, DC: National Center for Education Statistics.
Chen X. 2009. Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education. NCES 2009-161. Washington, DC: National Center for Education Statistics.
Chernoff JJ, Flanagan KD, McPhee C, Park J. 2007. Preschool: First findings from the Preschool Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). NCES 2008-025. Washington, DC: National Center for Education Statistics.
Cheung AC, Slavin RE. 2011. The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. Baltimore, MD: The Best Evidence Encyclopedia, Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education. http://www.bestevidence.org/word/tech_math_Sep_09_2011.pdf. Accessed November 2012.
Clotfelter CT, Ladd HF, Vigdor JL. 2007. How and why do teacher credentials matter for student achievement? NBER Working Paper 12828. Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/papers/w12828. Accessed November 2012.
Coleman JS, Kelly DL, Hobson CJ, McPartland J, Mood AM, Weinfeld FD, York RL. 1966. Equality of educational opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare.
College Board. 2013. The 9th annual AP report to the nation. New York, NY. http://media.collegeboard.com/digitalServices/public/pdf/ap/rtn/9th-annual-ap-report-to-the-nation-single-page.pdf. Accessed March 2013.
Council of Chief State School Officers (CCSSO). 2009. Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders. Washington, DC. http://www.ccsso.org/Documents/2009/Effects_of_Teacher_Professional_2009.pdf. Accessed May 2013.
Conti G, Heckman J, Urzua S. 2010. The education-health gradient. American Economic Review 100(2):234–38.
Corcoran SP, Evans WN. 2008. The role of inequality in teacher quality. In Magnuson K, Waldfogel J, editors. Steady Gains and Stalled Progress: Inequality and the Black-White Test Score Gap. New York: Russell Sage Foundation.
Curran B, Reyna R. 2010. Implementing graduation counts: State progress to date, 2010. Washington, DC: National Governors Association Center for Best Practices. http://www.nga.org/files/live/sites/NGA/files/pdf/1012GRADCOUNTSPROGRESS.PDF. Accessed October 2012.
Dalton BW. 2010. Motivation. In Rosen JA, Glennie EJ, Dalton BW, Lennon JM, Bozick RN, editors. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Research Triangle Park, NC: RTI International. http://www.rti.org/pubs/bk-0004-1009-rosen.pdf. Accessed November 2012.
Daniels SR, Arnett DK, Eckel RH, Gidding SS, Hayman LL, Jumanyika S, Robinson TN, Scott BJ, St Jeor S, Williams CL. 2005. Overweight in children and adolescents: Pathophysiology, consequences, prevention, and treatment. Circulation 111(15):1999–2012.
Darling-Hammond L, Sykes G. 2003. Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives 11(33). http://epaa.asu.edu/ojs/article/view/261/387. Accessed November 2012.
Davis EA, Petish D, Smithey J. 2006. Challenges new science teachers face. Review of Educational Research 76(4):607–51.
Dee TS, Cohodes SR. 2008. Out-of-field teaching and student achievement: Evidence from “matched-pairs” comparisons. Public Finance Review 36(1):7–32.
Duckworth AL, Peterson C, Matthews MD, Kelly DR. 2007. Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology 92(6):1087–101.
Dynarski M, Agodini R, Heaviside S, Novak T, Carey N, Campuzano L, Means B, Murphy R, Penuel W, Javitz H, Emery D, Sussex W. 2007. Effectiveness of reading and mathematics software products: Findings from the first student cohort. NCEE 2007-4005. Washington, DC: National Center for Education Evaluation and Regional Assistance.
Engberg ME, Wolniak GC. 2013. College student pathways to the STEM disciplines. Teachers College Record 115(1):1–27.
Federal Communications Commission (FCC). 2010. E-Rate Program and Broadband Usage Survey. FCC DA 10-2414. Washington, DC: Federal Communications Commission Wireline Competition Bureau. http://www.fcc.gov/document/2010-e-rate-program-and-broadband-usage-survey-report. Accessed April 2013.
Finkelstein N, Fong A, Tiffany-Morales J, Shields P, Huang M. 2012. College bound in middle school & high school? How math course sequences matter. Sacramento, CA: Center for the Future of Teaching and Learning at WestEd. http://www.cftl.org/documents/2012/CFTL_MathPatterns_Main_Report.pdf. Accessed February 2013.
Flanagan DK, McPhee C. 2009. The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). NCES 2010-005. Washington, DC: National Center for Education Statistics.
Fox C, Waters J, Fletcher G, Levin D. 2012. The broadband imperative: Recommendations to address K-12 education infrastructure needs. Washington, DC: State Educational Technology Directors Association. http://www.setda.org/c/document_library/get_file?folderId=353&name=DLFE-1517.pdf Accessed April 2013.
Fryer RG, Levitt SD. 2004. Understanding the black-white test score gap in the first two years of school. Review of Economics and Statistics 86(2):447–64.
Garner CL, Raudenbush SW. 1991. Neighborhood effects on educational attainment: A multilevel analysis. Sociology of Education 64(4):251–62.
Goe L. 2008. Key issue: Using value-added models to identify and support highly effective teachers. Washington, DC: National Comprehensive Center for Teacher Quality. http://www2.tqsource.org/strategies/het/UsingValueAddedModels.pdf. Accessed May 2013.
Goldhaber D, Liddle S, Theobald R. 2013. The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review 34(2):29–44.
Gray L, Thomas N, Lewis L. 2010. Teachers’ use of educational technology in U.S. public schools: 2009. NCES 2010-040. Washington, DC: National Center for Education Statistics.
Greenwald R, Hedges LV, Laine RD. 1996. The effect of school resources on student achievement. Review of Educational Research 66(3):361–96.
Guarino CM, Santibanez L, Daley GA. 2006. Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 76(2):173–208.
Hack MB, Flannery DJ, Schluchter M, Cartar L, Borawski E, Klein N. 2002. Outcomes in young adulthood for very-low-birth-weight-infants. New England Journal of Medicine 346(3):149–60.
Hampden-Thompson G, Johnston JS. 2006. Variation in the relationship between nonschool factors and student achievement on international assessments. NCES 2006-014. Washington, DC: National Center for Education Statistics.
Hanushek EA. 2011. The economic value of higher teacher quality. Economics of Education Review 30(3):466–79.
Hanushek EA, Kain JF, Rivkin SG. 2004. Why public schools lose teachers? Journal of Human Resources 39(2):326–54.
Hanushek EA, Rivkin SG. 2006. School quality and the black-white achievement gap. NBER Working Paper 12651. Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/papers/w12651. Accessed October 2012.
Harris DN, Sass TR. 2011. Teacher training, teacher quality and student achievement. Journal of Public Economics 95(7–8):798–812.
Harvey J. 2011. NAEP’s odd definition of proficiency. Education Week 31(9):22, 23, 25.
Heckman JJ, Kautz T. 2012. Hard evidence on soft skills. Labour Economics 19(4):451–64.
Hegedus SJ, Roschelle J. 2013. The simcalc vision and contributions: Democratizing access to important mathematics. New York, NY: Springer.
Henig JR, Reville SP. 2011. Why attention will return to nonschool factors? Education Week 30(32):23, 28.
Hill JG, Gruber KJ. 2011. Education and certification qualifications of departmentalized public high school-level teachers of core subjects: Evidence from the 2007–08 Schools and Staffing Survey. NCES 2011-317. Washington, DC: National Center for Education Statistics.
Ingels SJ, Dalton B, Holder TE, Lauff E, Burns LJ. 2011. High School Longitudinal Study of 2009 (HSLS:09): A first look at fall 2009 ninth-graders. NCES 2011-327. Washington, DC: National Center for Education Statistics.
Ingels SJ, Glennie E, Lauff E, Wirt JG. 2012. Trends among young adults over three decades, 1974–2006. NCES 2012-345. Washington, DC: National Center for Education Statistics.
Ingersoll R, May H. 2012. The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis 34(4):435–64.
Ingersoll R, Perda D. 2010. Is the supply of mathematics and science teachers sufficient? American Educational Research Journal 47(3):563–94
Jeynes WH. 2005. A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education 40(3):237–69.
Johnson SM, Kardos SM, Kauffman D, Liu E, Donaldson ML. 2004. The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives 12(61). http://www.eric.ed.gov/PDFS/EJ853526.pdf. Accessed November 2012.
Kane TJ, McCaffrey DF, Miller T, Staiger DO. 2013. Have we identified effective teachers? Validating measures of effective teaching using random assignment. MET Project. Seattle, WA: Bill & Melinda Gates Foundation. http://www.metproject.org/downloads/MET_Validating_Using_Random_Assignment_Research_Paper.pdf. Accessed May 2013.
Ketelhut DJ. 2007. The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education Technology 16(1):99–111.
Klopfenstein K, Thomas MK. 2009. The link between advanced placement experience and early college success. Southern Economic Journal 75(3):873–91.
Kober N, Rentner DS. 2012. Year two of implementing the common core state standards: States’ progress and challenges. Washington, DC: Center on Education Policy. http://www.cep-dc.org/displayDocument.cfm?DocumentID=391. Accessed November 2012.
Kreider RM, Ellis R. 2011. Living arrangements of children: 2009. Washington, DC: U.S. Census Bureau. http://www.census.gov/prod/2011pubs/p70-126.pdf. Accessed October 2012.
Kuenzi JJ. 2008. Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. CRS Report for Congress. Washington DC: Congressional Research Service. http://www.fas.org/sgp/crs/misc/RL33434.pdf. Accessed October 2012.
Kurlaender M, Howell JS. 2012. Collegiate remediation: A review of the causes and consequences. College Board: Advocacy & Policy Center. http://advocacy.collegeboard.org/sites/default/files/collegiate-remediation-review-causes-consequences.pdf. Accessed May 2013.
Ladd HF. 2009. Teachers’ perceptions of their working conditions: How predictive of policy-relevant outcomes? Washington DC: National Center for Analysis of Longitudinal Data in Education Research. http://www.caldercenter.org/publications/calder-working-paper-33.cfm. Accessed February 2013.
Lamb S, Fullarton S. 2002. Classroom and school factors affecting mathematics achievement: A comparative study of Australia and the United States using TIMSS. Australian Journal of Education 46(2):154–73.
Lareau A. 2011. Unequal childhoods: Class, race, and family life, second edition with an update a decade later. Berkeley, CA: University of California Press.
Lee VE, Burkham DT. 2002. Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute. http://epsl.asu.edu/epru/articles/EPRU-0603-138-OWI.pdf. Accessed October 2012.
Lennon JM. 2010a. Self-efficacy. In Rosen JA, Glennie EJ, Dalton BW, Lennon JM, Bozick RN, editors. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Research Triangle Park, NC: RTI International. http://www.rti.org/pubs/bk-0004-1009-rosen.pdf. Accessed November 2012.
Lennon JM. 2010b. Self-regulated learning. In Rosen JA, Glennie EJ, Dalton BW, Lennon JM, Bozick RN, editors. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Research Triangle Park, NC: RTI International. http://www.rti.org/pubs/bk-0004-1009-rosen.pdf. Accessed November 2012.
Leonidas K, Creemers B, Antoniou P, Demetriou D. 2010. A synthesis of studies searching for school factors: Implications for theory and research. British Educational Research Journal 36(5):807–30.
Li Q, Ma X. 2010. A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review 22(3):215–43.
Loeb S, Kalogrides D, Béteille T. 2012. Effective schools: Teacher hiring, assignment, development, and retention. Education Finance and Policy 7(3):269–304.
LoGerfo L, Christopher EM, Flanagan KD. 2012. High School Longitudinal Study of 2009 (HSLS:09): A first look at fall 2009 ninth-graders’ parents, teachers, school counselors, and school administrators. NCES 2011-355. Washington, DC: National Center for Education Statistics.
Long MC, Conger D, Iatarola P. 2012. Effects of high school coursetaking on secondary and postsecondary success. American Educational Research Journal 49(2):285–322.
Loveless T. 2008. High-achieving students in the era of NCLB, Part 1: An analysis of NAEP data. Washington, DC: Thomas B. Fordham Institute. http://www.edexcellencemedia.net/publications/2008/200806_highachievingstudentsintheeraofnochildleftbehind/20080618_high_achievers.pdf. Accessed February 2013.
McClelland MM, Acock AC, Morrison FJ. 2006. The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly 21(4):471–90.
McGrath DJ, Holt EW, Seastrom MM. 2005. Qualifications of Public Secondary School Biology Teachers, 1999–2000. NCES 2005-081. Washington, DC: National Center for Education Statistics.
Means B, Toyama Y, Murphy R, Bakia M, Jones K. 2010. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf. Accessed November 2012.
MET Project. 2012. Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Bill & Melinda Gates Foundation. http://www.metproject.org/downloads/MET_Gathering_Feedback_Research_Paper.pdf. Accessed May 2013.
Morton BA, Peltola P, Hurwitz MD, Orlofsky GF, Strizek, GA. 2008. Education and certification qualifications of departmentalized public high school-level teachers of core subjects: Evidence from the 2003–04 Schools and Staffing Survey. NCES 2008-338. Washington, DC: National Center for Education Statistics.
Mulligan G, Halle T, Kinukawa A. 2012. Reading, mathematics, and science achievement of language-minority students in grade 8. NCES 2012-028. Washington, DC: National Center for Education Statistics.
Mulligan GM, Hastedt S, McCarroll JC. 2012. First-time kindergartners in 2010-11: First findings from the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). NCES 2012-049. Washington, DC: National Center for Education Statistics.
Mullis IVS, Martin MO, Ruddock GJ, O’Sullivan CY, Preuschoff C. 2009. TIMSS 2011 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. http://timssandpirls.bc.edu/timss2011/downloads/TIMSS2011_Frameworks.pdf. Accessed September 2012.
National Academy of Science, Committee on Science, Engineering, and Public Policy (COSEPUP). 2005. Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. http://www.nsf.gov/attachments/105652/public/NAS-Gathering-Storm-11463.pdf. Accessed September 2012.
National Assessment Governing Board (NAGB). 2010a. Mathematics framework for the 2011 National Assessment of Educational Progress. Washington, DC. http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/math-2011-framework.pdf. Accessed September 2012.
National Assessment Governing Board (NAGB). 2010b. Science framework for the 2011 National Assessment of Educational Progress. Washington, DC. http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/science-2011.pdf. Accessed September 2012.
National Center for Education Statistics (NCES). 2010. The nation’s report card: Grade 12 reading and mathematics 2009 national and pilot state results. NCES 2011-455. Washington, DC.
National Center for Education Statistics (NCES). 2011a. The nation’s report card: Mathematics 2011. NCES 2012-458. Washington, DC.
National Center for Education Statistics (NCES). 2011b. The nation’s report card: Science 2009. NCES 2011-451. Washington, DC.
National Center for Education Statistics (NCES). 2012. The nation’s report card: Science 2011. NCES 2012-465. Washington, DC.
National Center for Teacher Effectiveness (NCTE). 2013. Developing measures of effective mathematics teaching. http://www.gse.harvard.edu/ncte/projects/core/default.php#.Uaj1tVeGnx6. Accessed May 2013.
National Council of Teachers of Mathematics. 2011. Technology in teaching and learning mathematics. http://www.nctm.org/about/content.aspx?id=31734. Accessed February 2013.
National Council on Teacher Quality (NCTQ). 2013. 2012 state teacher policy yearbook: Improving teacher preparation national summary. Washington, DC. http://www.nctq.org/dmsStage/2012_State_Teacher_Policy_Yearbook_National_Summary_NCTQ_Report. Accessed September 2013.
National Governors Association (NGA). 2005. Graduation counts: A report of the national governors association task force on state high school graduation data. Washington, DC. http://www.nga.org/files/live/sites/NGA/files/pdf/0507GRAD.PDF. Accessed October 2012.
National Governors Association (NGA). 2011. Building a science, technology, engineering and math education agenda: An update of state actions. Washington, DC. http://www.nga.org/files/live/sites/NGA/files/pdf/1112STEMGUIDE.PDF. Accessed September 2012.
National Governors Association (NGA) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards. Washington, DC. http://www.nga.org/cms/home/nga-center-for-best-practices/center-issues/page-edu-issues/col2-content/main-content-list/common-core-state-standards.html. Accessed March 2013.
National Mathematics Advisory Panel (NMAP). 2008. Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf. Accessed September 2012.
National Research Council (NRC). 2011. Successful K–12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.
National Research Council (NRC). 2012a. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
National Research Council (NRC). 2012b. Monitoring progress toward successful K–12 STEM education: A nation advancing? Washington, DC: National Academies Press.
National Research Council (NRC). 2012c. Education for life and work: Developing transferable knowledge and skills in the 21st century. Committee on Defining Deeper Learning and 21st Century Skills. In Pellegrino JW and Hilton ML, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
National Science Board (NSB). 2007. A national action plan for addressing the critical needs of the U.S. science, technology, engineering, and mathematics education system. Arlington, VA: National Science Foundation. http://www.nsf.gov/nsb/documents/2007/stem_action.pdf. Accessed September 2012.
National Science Board (NSB). 2008. Science and Engineering Indicators 2008. NSB 08-01. Arlington, VA: National Science Foundation. Available at http://www.nsf.gov/statistics/seind08/.
National Science Board (NSB). 2010. Science and Engineering Indicators 2010. NSB 10-01. Arlington, VA: National Science Foundation. Available at http://nsf.gov/statistics/seind10/.
National Science Board (NSB). 2012. Science and Engineering Indicators 2012. NSB 12-01. Arlington, VA: National Science Foundation. Available at http://www.nsf.gov/statistics/seind12/.
Nelson BC. 2007. Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. Journal of Science Education and Technology 16(1):83–97.
Neulight N, Kafai YB, Kao L, Foley B, Galas C. 2007. Children’s participation in a virtual epidemic in the science classroom: Making connections to natural infection diseases. Journal of Science Education and Technology 16(1):47–58.
Nihiser AJ, Lee SM, Wechsler H, McKenna M, Odom E, Reinold C, Thomspon D, Grummer-Strawn L. 2007. Body mass index measurement in schools. Journal of School Health 77(10):651–71.
Nord C, Roey S, Perkins R, Lyons M, Lemanski N, Brown J, Schuknecht J. 2011. America’s high school graduates: Results of the 2009 NAEP High School Transcript Study. NCES 2011-462. Washington, DC: National Center for Education Statistics.
Norris C, Hossain A, Soloway E. 2012. Under what conditions does computer use positively impact student achievement? Supplemental vs. essential use. In Society for Information Technology & Teacher Education International Conference 2012(1):2021–28.
O’Dwyer LM, Carey R, Kleiman G. 2007. A study of the effectiveness of the Louisiana Algebra I online course. Journal of Research on Technology in Education 39(3):289–306.
Organisation for Economic Co-operation and Development (OECD). 2005. School factors related to quality and equity: Results from PISA 2000. Paris: Author.
Organisation for Economic Co-operation and Development (OECD). 2008. Education at a Glance 2008: OECD Indicators. Paris, France. http://www.oecd.org/education/skills-beyond-school/41284038.pdf. Accessed September 2013.
Organisation for Economic Co-operation and Development (OECD). 2010. Education at a Glance 2010: OECD Indicators. Paris, France. http://www.oecd.org/edu/skills-beyond-school/45926093.pdf. Accessed September 2013.
Organisation for Economic Co-operation and Development (OECD). 2012. Education at a Glance 2012: OECD Indicators. Paris, France. http://www.oecd.org/edu/EAG%202012_e-book_EN_200912.pdf. Accessed October 2012.
Pane JF, Griffin BA, McCaffrey DF, Karam R. 2013. Effectiveness of cognitive tutor algebra I at scale. Rand Working Paper WR-984-DEIES. Santa Monica, CA: Rand Education. http://130.154.3.14/content/dam/rand/pubs/working_papers/WR900/WR984/RAND_WR984.pdf. Accessed April 2013.
Pellegrino JW, Jones LR, Mitchell KJ. 1999. Grading the nation’s report card: Evaluating NAEP and transforming the assessment of educational progress. Washington, DC: National Academies Press.
Peske HG, Haycock K. 2006. Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust. http://www.edtrust.org/sites/edtrust.org/files/publications/files/TQReportJune2006.pdf. Accessed May 2013.
Picciano AG, Seaman J. 2009. K–12 online learning: A 2008 follow-up of the Survey of U.S. School District Administrators. Newburyport, MA: Sloan Consortium. http://sloanconsortium.org/sites/default/files/k-12_online_learning_2008.pdf. Accessed November 2012.
Pierce R, Stacey K, Wander R, Ball L. 2011. The design of lessons using mathematics analysis software to support multiple representations in secondary school mathematics. Technology, Pedagogy and Education 20(1):95–112.
Pintrich PR, de Groot EV. 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82(1):33–40.
Pong S, Dronkers J, Hampden-Thompson G. 2003. Family policies and children’s school achievement in single- versus two-parent families. Journal of Marriage and Family 65(3):681–99.
Porter AC, Polikoff MS. 2012. Measuring academic readiness for college. Educational Policy 26(3):394–417.
President’s Council of Advisors on Science and Technology (PCAST). 2012. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: PCAST. http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf. Accessed September 2012.
Project Tomorrow. 2012. Speak Up 2011: Mapping a personalized learning journey—K–12 students and parents connect the dots with digital learning. Irvine, CA. http://www.tomorrow.org/speakup/pdfs/SU11_PersonalizedLearning_Students.pdf. Accessed February 2013.
Provasnik S, Kastberg D, Ferraro D, Lemanski N, Roey S, Jenkins F. 2012. Highlights from TIMSS 2011: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context. NCES 2013-009. Washington, DC: National Center for Education Statistics.
Queen B, Lewis L. 2011. Distance education courses for public elementary and secondary school students: 2009–10. NCES 2012-008. Washington, DC: National Center for Education Statistics.
Rakes CR, Valentine JC, McGatha MB, Ronau RN. 2010. Methods of instructional improvement in algebra: A systematic review and meta-analysis. Review of Educational Research 80(3):372–400.
Rice JK. 2010. The impact of teacher experience: Examining the evidence and policy implications. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research, Urban Institute. http://www.urban.org/uploadedpdf/1001455-impact-teacher-experience.pdf. Accessed March 2013.
Richardson V, Placier P. 2001. Teacher change. In Richardson V, editor. Handbook of Research on Teaching. 4th ed. New York, NY: Macmillan.
Rivkin SG, Hanushek EA, Kain JF. 2005. Teachers, schools and academic achievement. Econometrica 73(2):417–58.
Rothstein R. 2004. Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. Washington, DC: Economic Policy Institute and Teachers College, Columbia University.
Rothstein R. 2010. How to fix our schools: It’s more complicated, and more work, than the Klein-Rhee ‘Manifesto’ wants you to believe. Washington, DC: Economic Policy Institute. http://www.epi.org/files/page/-/pdf/ib286.pdf. Accessed September 2013.
Rutten N, van Joolingen WR, van der Veen JT. 2012. The learning effects of computer simulations in science education. Computers & Education 58(1):136–53.
Sass TR, Hannaway J, Xu Z, Figlio D, Feng L. 2012. Value added of teachers in high-poverty schools and lower poverty schools. Journal of Urban Economics 72(2–3):104–22.
Schmid CL. 2001. Educational achievement, language-minority students, and the new second generation. Sociology of Education 74(1):71–87.
Schunk DH. 1981. Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology 73(1):93–105.
Seastrom M, Chapman C, Stillwell R, McGrath D, Peltola P, Dinkes R, Xu Z. 2006. User’s guide to computing high school graduation rates, volume 1: Review of current and proposed graduation indicators. NCES 2006-604. Washington, DC: National Center for Education Statistics.
Snyder H. 2001. Child delinquents. In Loeber R, Farrington DP, editors. Risk Factors and Successful Interventions. Thousand Oaks, CA: Sage.
Snyder TD, Dillow SA. 2012. Digest of Education Statistics 2011. NCES 2012-001. Washington, DC: National Center for Education Statistics.
Spera C. 2005. A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review 17(2):125–46.
Staker H, Horn MB. 2012. Classifying K–12 Blended Learning. San Mateo, CA: Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf. Accessed November 2012.
Staklis S, Matthews M. 2012. Beginning K–12 teacher characteristics and preparation by school type, 2009. NCES 2013-153. Washington, DC: National Center for Education Statistics.
Steinkuehler C, Duncan S. 2008. Scientific habits of mind in virtual worlds. Journal of Science Education and Technology 17(6):530–43.
Stillwell R, Sable J. 2013. Public school graduates and dropouts from the common core of data: School year 2009–10: First look (provisional data). NCES 2013-309. Washington, DC: National Center for Education Statistics.
Stockton T. 2011. A look at the report—poverty and potential: Out-of-school factors and school success. Colleague 6(1):15–6.
Tamim, RM, Bernard, RM, Borokhovski E, Abrami PC, Schmid RF. 2011. What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study. Review of Educational Research 81(1):4–28.
Thomas N, Marken S, Gray L, Lewis L. 2013. Dual credit and exam-based courses in U.S. public high schools: 2010–11. NCES 2013-001. Washington, DC: National Center for Education Statistics.
Tierney WG, Bailey T, Constantine J, Finkelstein N, Hurd NF. 2009. Helping students navigate the path to college: What high schools can do: A practice guide. NCEE 2009-4066. Washington, DC: National Center for Education Evaluation and Regional Assistance. http://ies.ed.gov/ncee/wwc/publications/practiceguides/. Accessed February 2013.
Torff B, Tirotta R. 2010. Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics. Computers & Education 54(2):379–83.
Tough P. 2012. How children succeed: Grit, curiosity, and the hidden power of character. New York, NY: Houghton Mifflin Harcourt Publishing Company.
Tucker B. 2009. Beyond the bubble: Technology and the future of student assessment. Washington, DC: Education Sector. http://www.educationsector.org/usr_doc/Beyond_the_Bubble.pdf. Accessed February 2013.
U.S. Department of Education. 2009. Race to the Top executive summary. Washington, DC. http://www2.ed.gov/programs/racetothetop/executive-summary.pdf. Accessed September 2012.
U.S. Department of Education. 2010. Transforming American education: Learning powered by technology. Washington, DC: Office of Educational Technology.
U.S. Department of Education. 2011. Department of Education awards $200 million to seven states to advance K–12 reform. Washington, DC. http://www.ed.gov/news/press-releases/department-education-awards-200-million-seven-states-advance-k-12-reform. Accessed September 2012.
U.S. Department of Education. 2012a. ESEA flexibility policy document. Washington, DC. http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html. Accessed March 2013.
U.S. Department of Education. 2012b. States report new high school graduation rates using more accurate, common measure. Washington, DC. http://www.ed.gov/news/press-releases/states-report-new-high-school-graduation-rates-using-more-accurate-common-measur. Accessed August 2013.
U.S. Department of Education. 2013. Expanding evidence approaches for learning in a digital world. Washington, DC: Office of Educational Technology. http://www.ed.gov/edblogs/technology/files/2013/02/Expanding-Evidence-Approaches.pdf. Accessed March 2013.
Walls TA, Little TD. 2005. Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology 97(1):23–31.
Watson J, Murin A, Vashaw L, Gemin B, Rapp C. 2011. Keeping pace with K–12 online learning: An annual review of policy and practice. Durango, CO: Evergreen Education Group. http://kpk12.com/cms/wp-content/uploads/KeepingPace2011.pdf. Accessed November 2012.
Watson J, Murin A, Vashaw L, Gemin B, Rapp C. 2012. Keeping pace with K–12 online and blended learning: An annual review of policy and practice. Durango, CO: Evergreen Education Group. http://kpk12.com/cms/wp-content/uploads/KeepingPace2012.pdf. Accessed November 2012.
Webster-Stratton C, Reid MJ. 2004. Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants and Young Children 17(2):96–113.
Wellman JV. 2007. Apples and oranges in the flat world: A layperson’s guide to international comparisons of postsecondary education. Washington, DC: American Council on Education.
The White House. 2012. President Obama announces plans for a new, national corps to recognize and reward leading educators in science, technology, engineering, and math. http://www.whitehouse.gov/the-press-office/2012/07/17/president-obama-announces-plans-new-national-corps-recognize-and-reward-. Accessed October 2012.
The White House. n.d. Educate to innovate initiative. http://www.whitehouse.gov/issues/education/educate-innovate. Accessed September 2012.
Wickrama KAS, Noh S, Bryant C. 2005. Racial differences in adolescent distress: Differential effects of the family and community for Blacks and Whites. Journal of Community Psychology 33(3):261–82.
Wicks M. 2010. A national primer on K-12 online learning, version 2. Vienna, VA: The International Association for K-12 Online Learning (iNACOL). http://www.inacol.org/cms/wp-content/uploads/2012/11/iNCL_NationalPrimerv22010-web1.pdf. Accessed March 2013.