| High-stakes testing, uncertainty, and student learning AL Amrein, DC Berliner education policy analysis archives 10 (18), 1-70, 2002 | 1788* | 2002 |
| Evaluating teacher evaluation L Darling-Hammond, A Amrein-Beardsley, E Haertel, J Rothstein Phi Delta Kappan 93 (6), 8-15, 2012 | 983 | 2012 |
| The Effects of High-Stakes Testing on AL Amrein, DC Berliner Educational Leadership, 2003 | 654 | 2003 |
| National Board Certified Teachers andTheir Students' Achievement LG Vandevoort, A Amrein-Beardsley, DC Berliner Education policy analysis archives 12, 46-46, 2004 | 486 | 2004 |
| Methodological concerns about the education value-added assessment system A Amrein-Beardsley Educational researcher 37 (2), 65-75, 2008 | 422 | 2008 |
| An analysis of some unintended and negative consequences of high-stakes testing AL Amrein, DC Berliner Education Policy Research Unit, Education Policy Studies Laboratory, College …, 2002 | 289 | 2002 |
| Cheating in the first, second, and third degree: Educators' responses to high-stakes testing A Amrein-Beardsley, DC Berliner, S Rideau Education policy analysis archives 18, 14-14, 2010 | 202 | 2010 |
| Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability A Amrein-Beardsley Routledge, 2014 | 199 | 2014 |
| The SAS education value-added assessment system (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and unintended consequences A Amrein-Beardsley, C Collins Education Policy Analysis Archives/Archivos Analíticos de Políticas …, 2012 | 179 | 2012 |
| Asymmetry in Dual Language Practice: Assessing Imbalance in a Program Promoting Equality. A Amrein, RA Peña education policy analysis archives 8, n8, 2000 | 163 | 2000 |
| The impact of high-stakes tests on student academic performance: An analysis of NAEP results in states with high-stakes tests and ACT, SAT, and AP test results in states with … AL Amrein, DC Berliner, ... Education Policy Research Unit (EPRU), Education Policy Studies Laboratory …, 2002 | 160 | 2002 |
| The Unintended, Pernicious Consequences of" Staying the Course" on the United States' No Child Left Behind Policy. A Amrein-Beardsley International Journal of Education Policy and Leadership 4 (6), 1-13, 2009 | 127 | 2009 |
| Putting growth and value-added models on the map: A national overview C Collins, A Amrein-Beardsley Teachers College Record 116 (1), 1-32, 2014 | 124 | 2014 |
| The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations NA Paufler, A Amrein-Beardsley American Educational Research Journal 51 (2), 328-362, 2014 | 107 | 2014 |
| Getting teacher evaluation right: A background paper for policy makers. L Darling-Hammond, A Amrein-Beardsley, EH Haertel, J Rothstein National Academy of Education (NJ1), 2011 | 107 | 2011 |
| Value-added models for teacher evaluation and accountability: Commonsense assumptions A Amrein-Beardsley, J Holloway Educational Policy 33 (3), 516-542, 2019 | 96 | 2019 |
| State-Level Assessments and Teacher Evaluation Systems after the Passage of the Every Student Succeeds Act: Some Steps in the Right Direction. K Close, A Amrein-Beardsley, C Collins National Education Policy Center, 2018 | 96 | 2018 |
| Re-analysis of NAEP math and reading scores in states with and without high-stakes tests: Response to Rosenshine A Amrein-Beardsley, DC Berliner Education policy analysis archives 11, 25-25, 2003 | 94 | 2003 |
| Examining the development of a hybrid degree program: Using student and instructor data to inform decision-making A Amrein-Beardsley, TS Foulger, M Toth Journal of Research on Technology in Education 39 (4), 331-357, 2007 | 83 | 2007 |
| Putting Teacher Evaluation Systems on the Map: An Overview of State's Teacher Evaluation Systems Post-Every Student Succeeds Act. K Close, A Amrein-Beardsley, C Collins Education Policy Analysis Archives 28 (58), 2020 | 81 | 2020 |
David BerlinerRegents' Professor Emeritus, Arizona State UniversityVerified email at asu.edu
