Resource Library

This Research & Policy Brief was developed to help states consider options for assessing student learning growth for the majority of teachers who teach content not assessed through standardized tests.

This Research & Policy Brief was developed to help states consider options for assessing student learning growth for the majority of teachers who teach content not assessed through standardized tests.

Effectively meeting the needs of an increasingly diverse population of students presents challenges for educators across the United States, including the Texas and Southeast Comprehensive Center regions.

There are a large and increasing number of English language learners with learning disabilities at our Pre-K-12 schools.

Think-aloud protocols (TAPs) are frequently used in research on essay rating processes. However, there are very few empirical studies of the completeness of TAP data and the effects of this technique on rater performance (i.e., rating processes and outcomes).

While participating in the Bilingual Teacher Research Forum (a teacher inquiry group), I decided to do research in my classroom to investigate the ways in which emergent bilinguals (EBs) expanded their appreciation and understanding of writing in English as a second language.

This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making.