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    2020

    List of C-SAIL Publications (June 2020)

    C-SAIL | 2020

    2019

    Effects of States’ Adoption of College- and Career-Ready Standards on Student Achievement

    Mengli Song, Rui Yang, Michael Garet | 2019

    2018

    Year 1 State Report: California

    Adam K. Edgerton, Laura M. Desimone | 2018

    2016

    Instructional Coaching as High-Quality Professional Development

    Laura M. Desimone & Katie Pak | 2016

    Who is Opposed to Common Core and Why

    Morgan S. Polikoff, Tenice Hardaway, Julie A. Marsh, and David N. Plank | 2016

    2015

    How well aligned are textbooks to the Common Core Standards in mathematics?

    Morgan S. Polikoff | 2015

    Inclusion versus specialized intervention for very low-performing students: What does access mean in an era of academic challenge?

    Fuchs, Fuchs, Compton, Wehby, Schumacher, Gersten, & Jordan | 2015

    2014

    Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform.

    Flores & Schissel | 2014

    Instructional alignment as a measure of teaching quality.

    Polikoff & Porter | 2014

    Sustaining professional development

    Desimone & Stuckey | 2014

    2013

    Constructing aligned assessments: Using automated test construction

    Porter, Polikoff, Barghaus, Yang | 2013

    Evidence-based standard setting: Establishing a validity framework for cut scores

    McClarty, Way, Porter, Beimers, & Miles | 2013

    Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools

    Desimone, Smith, & Phillips | 2013

    Teacher and administrator responses to standards-based reform

    Desimone | 2013

    2012

    Measuring Academic Readiness for College

    Andrew C. Porter & Morgan S. Polikoff | 2012

    The redundancy of mathematics instruction in U.S. elementary and middle schools.

    Polikoff | 2012

    2011

    Assessing the Common Core standards: Opportunity for improving measures of instruction

    Porter, McMaken, Hwang, & Yang | 2011

    Common Core standards: The New US intended curriculum

    Porter, McMaken, Hwang, & Yang | 2011

    How well aligned are state assessments of student achievement with state content standards

    Polikoff, Porter, Smithson | 2011

    Teacher participation in content-focused professional development and the role of state policy

    Phillips, Desimone, & Smith | 2011

    2010

    Professional development in the accountability context: Building capacity to achieve standards

    Hochberg & Desimone | 2010

    Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?

    Desimone & Long | 2010

    2007

    Does policy influence mathematics and science teachers’ participation in professional development?

    Desimone, Smith, & Philips | 2007

    2006

    Consider the source: response differences among teachers, principals and districts on survey questions about their education policy environment

    Desimone | 2006

    2005

    Assessing barriers to the reform of United States mathematics instruction from an international perspective

    Desimone, Smith, Baker, & Ueno | 2005

    Beyond accountability and average math scores: Relating multiple state education policy attributes to changes in student achievement in procedural knowledge, conceptual understanding and problem solving in mathematics

    Desimone, Smith, Hayes, & Frisvold | 2005

    2003

    Do changes in patterns of participation in teachers’ professional development reflect the goals of standards-based reform?

    Smith & Desimone | 2003