In this Issue

Table of Contents

Grade Retention and Social Promotion in Texas 1994-99: An Assessment of Academic Achievement among Elementary School Students

Jon Lorence, Anthony Gary Dworkin, Laurence A. Toenjes, Antwanette N. Hill
pp. 13-67
DOI: https://doi.org/10.1353/pep.2002.0014
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Comment

Andrew Rotherham
pp. 52-56
DOI: https://doi.org/10.1353/pep.2002.0019
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Comment

Lorrie A. Shepard
pp. 56-63
DOI: https://doi.org/10.1353/pep.2002.0021
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Reform, Resistance,. .. Retreat? The Predictable Politics of Accountability in Virginia

Frederick M. Hess
pp. 69-122
DOI: https://doi.org/10.1353/pep.2002.0007
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Comment

Al Wurtzel
pp. 104-110
DOI: https://doi.org/10.1353/pep.2002.0022
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Comment

Iris C. Rotberg
pp. 110-113
DOI: https://doi.org/10.1353/pep.2002.0018
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School Accountability in California: An Early Evaluation

Julian R. Betts, Anne Danenberg
pp. 123-197
DOI: https://doi.org/10.1353/pep.2002.0001
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Comment

Robert Rothman
pp. 181-184
DOI: https://doi.org/10.1353/pep.2002.0020
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Comment

Robert Mason Hauser
pp. 184-194
DOI: https://doi.org/10.1353/pep.2002.0005
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Standards and Accountability in Washington State

Paul Thomas Hill, Robin J. Lake
pp. 199-234
DOI: https://doi.org/10.1353/pep.2002.0009
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Comment

Michael J. Petrilli
pp. 226-228
DOI: https://doi.org/10.1353/pep.2002.0015
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Comment

Michael Cohen
pp. 229-233
DOI: https://doi.org/10.1353/pep.2002.0002
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Volatility in School Test Scores: Implications for Test-Based Accountability Systems

Thomas J. Kane, Douglas Staiger
pp. 235-283
DOI: https://doi.org/10.1353/pep.2002.0010
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Comment

David W. Grissmer
pp. 269-272
DOI: https://doi.org/10.1353/pep.2002.0004
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Comment

Helen F. Ladd
pp. 273-280
DOI: https://doi.org/10.1353/pep.2002.0011
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Building a High-Quality Assessment and Accountability Program: The Philadelphia Example

Andrew Porter, Mitchell Chester
pp. 285-337
DOI: https://doi.org/10.1353/pep.2002.0016
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Comment

Daniel M. Koretz
pp. 315-323
DOI: https://doi.org/10.1353/pep.2002.0012
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Comment

Theodore Hershberg
pp. 324-333
DOI: https://doi.org/10.1353/pep.2002.0006
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Accountability and Support in Chicago: Consequences for Students

G. Alfred Hess
pp. 339-387
DOI: https://doi.org/10.1353/pep.2002.0008
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Comment

Stanley S. Litow
pp. 374-379
DOI: https://doi.org/10.1353/pep.2002.0013
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Comment

Richard F. Elmore
pp. 380-384
DOI: https://doi.org/10.1353/pep.2002.0003
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Introduction

Diane Ravitch
pp. 1-11
DOI: https://doi.org/10.1353/pep.2002.0017
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