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Table of Contents

  1. Introduction
  2. Diane Ravitch
  3. pp. 1-11
  4. DOI: https://doi.org/10.1353/pep.2002.0017
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  1. Grade Retention and Social Promotion in Texas 1994-99: An Assessment of Academic Achievement among Elementary School Students
  2. Jon Lorence, Anthony Gary Dworkin, Laurence A. Toenjes, Antwanette N. Hill
  3. pp. 13-67
  4. DOI: https://doi.org/10.1353/pep.2002.0014
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  1. Comment
  2. Andrew Rotherham
  3. pp. 52-56
  4. DOI: https://doi.org/10.1353/pep.2002.0019
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  1. Comment
  2. Lorrie A. Shepard
  3. pp. 56-63
  4. DOI: https://doi.org/10.1353/pep.2002.0021
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  1. Reform, Resistance,. .. Retreat? The Predictable Politics of Accountability in Virginia
  2. Frederick M. Hess
  3. pp. 69-122
  4. DOI: https://doi.org/10.1353/pep.2002.0007
  5. restricted access
  1. Comment
  2. Al Wurtzel
  3. pp. 104-110
  4. DOI: https://doi.org/10.1353/pep.2002.0022
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  1. Comment
  2. Iris C. Rotberg
  3. pp. 110-113
  4. DOI: https://doi.org/10.1353/pep.2002.0018
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  1. School Accountability in California: An Early Evaluation
  2. Julian R. Betts, Anne Danenberg
  3. pp. 123-197
  4. DOI: https://doi.org/10.1353/pep.2002.0001
  5. restricted access
  1. Comment
  2. Robert Rothman
  3. pp. 181-184
  4. DOI: https://doi.org/10.1353/pep.2002.0020
  5. restricted access
  1. Comment
  2. Robert Mason Hauser
  3. pp. 184-194
  4. DOI: https://doi.org/10.1353/pep.2002.0005
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  1. Standards and Accountability in Washington State
  2. Paul Thomas Hill, Robin J. Lake
  3. pp. 199-234
  4. DOI: https://doi.org/10.1353/pep.2002.0009
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  1. Comment
  2. Michael J. Petrilli
  3. pp. 226-228
  4. DOI: https://doi.org/10.1353/pep.2002.0015
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  1. Comment
  2. Michael Cohen
  3. pp. 229-233
  4. DOI: https://doi.org/10.1353/pep.2002.0002
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  1. Volatility in School Test Scores: Implications for Test-Based Accountability Systems
  2. Thomas J. Kane, Douglas Staiger
  3. pp. 235-283
  4. DOI: https://doi.org/10.1353/pep.2002.0010
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  1. Comment
  2. David W. Grissmer
  3. pp. 269-272
  4. DOI: https://doi.org/10.1353/pep.2002.0004
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  1. Comment
  2. Helen F. Ladd
  3. pp. 273-280
  4. DOI: https://doi.org/10.1353/pep.2002.0011
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  1. Building a High-Quality Assessment and Accountability Program: The Philadelphia Example
  2. Andrew Porter, Mitchell Chester
  3. pp. 285-337
  4. DOI: https://doi.org/10.1353/pep.2002.0016
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  1. Comment
  2. Daniel M. Koretz
  3. pp. 315-323
  4. DOI: https://doi.org/10.1353/pep.2002.0012
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  1. Comment
  2. Theodore Hershberg
  3. pp. 324-333
  4. DOI: https://doi.org/10.1353/pep.2002.0006
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  1. Accountability and Support in Chicago: Consequences for Students
  2. G. Alfred Hess
  3. pp. 339-387
  4. DOI: https://doi.org/10.1353/pep.2002.0008
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  1. Comment
  2. Stanley S. Litow
  3. pp. 374-379
  4. DOI: https://doi.org/10.1353/pep.2002.0013
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  1. Comment
  2. Richard F. Elmore
  3. pp. 380-384
  4. DOI: https://doi.org/10.1353/pep.2002.0003
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