Corey Drake, Michigan State University

Inequality for All: Identifying and Addressing Curricular Policies Supporting Systemic Inequality in Mathematics - William H. Schmidt, Michigan State University; Richard T. Houang, Michigan State University; Leland S. Cogan, Michigan State University

Sense-Making of Contradictory No Child Left Behind Goals: A Case Study of Teaching Literacy Through History - Judy L. Pace, University of San Francisco

Service-Learning as a Graduation Requirement: What Do Students Think? - Rehab Ghazal, University at Buffalo - SUNY

Social Studies Under Siege: Examining Policy and Teacher-Level Factors Associated With Elementary Social Studies Marginalization - Paul G. Fitchett, University of North Carolina - Charlotte; Tina Lane Heafner, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte

Edward Wiley, University of Colorado - Boulder

Evaluation of Cohorts 1 and 2 of the Teacher Incentive Fund - Daniel C. Humphrey, SRI International; H. Alix Gallagher, SRI International; Ashley Z. Campbell, SRI International

Differences in the Effects of Three Types of Incentive Pay Programs on Teachers’ Attitudes and Practices - Vi-Nhuan Le, RAND Corporation; Kun Yuan, RAND Corporation; Julie A. Marsh, University of Southern California

Incentivizing Principals: Lessons From One District’s Experiences With Principal Pay for Performance - Laura S. Hamilton, RAND Corporation

Jian Wang, University of Nevada - Las Vegas

Do Reformed and Traditional Teaching Differently Influence Caucasian and Hispanic American Student Mathematics Achievements? Findings Using Data From TIMSS (Trends in International Mathematics and Science Study) 2007 - Qiang (Andy) Cheng, The University of Mississippi; Jian Wang, University of Nevada - Las Vegas; Emily Lin, University of Nevada - Las Vegas

Do Various Reading Activities Differently Influence Hispanic American Student Reading Achievements? Findings Drawing on Data From PIRLS (Progress in International Reading Literacy Study) 2006 - Siping Liu, University of Nevada - Las Vegas; Jian Wang, University of Nevada - Las Vegas

Does Inquiry-Based Teaching Differently Influence Science Achievements of African, Hispanic, and Caucasian American Students? Findings Based on Data From TIMSS (Trends in International Mathematics and Science Study) 2007 - Su Gao, University of Nevada - Las Vegas; Jian Wang, University of Nevada - Las Vegas; Emily Lin, University of Nevada - Las Vegas

Do Subject-Specific Self-Concepts Influence Relevant Students’ Achievements Across Racial Groups and Subject Matters? Findings Using TIMSS (Trends in International Mathematics and Science Study), PISA (Programme for International Student Assessment), and PIRLS (Progress in International Reading Literacy Study) Data - Qingmin Shi, University of Nevada - Las Vegas; Jian Wang, University of Nevada - Las Vegas; Shaoan Zhang, University of Nevada - Las Vegas

Julie F. Mead, University of Wisconsin - Madison

Democracy in Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity - Amy Nichole Farley, University of Colorado - Boulder

Examining the Relationship Between School Racial Integration and Prestige of Postsecondary Educational Institutions: A Test of Perpetuation Theory - Leila Nielsen, Brigham Young University; Kristie J.R. Phillips, Brigham Young University

From Birth to School: Early Childhood Programs and Third-Grade Outcomes in North Carolina - Helen F. Ladd, Duke University; Clara G. Muschkin, Duke University; Kenneth A. Dodge, Duke University

City Lines, County Lines, Color Lines: An Analysis of School and Housing Segregation in Four Southern Metropolitan Areas, 1990-2010 - Genevieve Parker Siegel-Hawley, Virginia Commonwealth University

Caitlin Farrell, University of California - Berkeley

How Interdistrict Choice Impacted One Michigan District’s Academic Programs, Financial Condition, and Local Political Support - Wang Jun Kim, Gyeongin National University of Education; Peter A. Youngs, Michigan State University

Incentive Matters: School Decision Making at the Intersection of Markets and Accountability - Sarah Butler Jessen, New York University

Self-Managing Schools and Access for Disadvantaged Students: Organizational Behavior and School Admissions in New Zealand - Christopher A. Lubienski, University of Illinois at Urbana-Champaign; Liz Gordon, Network Research; Jin Lee, University of Illinois at Urbana-Champaign

Liliana M. Garces, The George Washington University

Non Satis Surrogate Representation: Normative Democracy and Noncitizens in U.S. Schools - Patricia L. Hanna, The Ohio State University; Ann M. Allen, The Ohio State University

Policy Contradictions: The Clash Between No Child Left Behind and Higher Education Opportunity for Undocumented Students - Judith C. Perez-Torres, University of Utah; Nereida Camacho Oliva, University of Utah

Transitioning Multilingual Learners: What Evidence Suggests - Casey B. Nixon, University of Georgia; Pedro R. Portes, University of Georgia; Karen Samuelsen, University of Georgia

John J. Hall, University of California - Berkeley

Game Planning: How Reading Coaches Generate District-Level Instructional Policy - Sarah L. Woulfin, University of Connecticut

Getting College Ready: The Impact of a Texas Summer Bridge Program on Developmental Students’ Success - Heather D. Wathington, University of Virginia; Elisabeth Barnett, Teachers College, Columbia University; Josh Pretlow, University of Cincinnati

How Much Time Does It Take to Implement Expanded Learning Time (ELT)? Results From a Longitudinal Study of ELT in Massachusetts - Amy E. Checkoway, Abt Associates; Beth Gamse, Abt Associates Inc.; Beth A. Boulay, Abt Associates Inc.; Carrie Lauren Conaway, Massachusetts Department of Elementary and Secondary Education

Opportunities Lost: An Explanation for the Fade-Out of Intervention Effects in Education - Mimi Engel, Vanderbilt University; Amy Claessens, Northwestern University

Organizational Learning and Effective School Interventions - Hinckley Jones-Sanpei, Brigham Young University; Dennis K. Orthner, University of North Carolina - Chapel Hill; Lela Machado, Brigham Young University; Roderick Rose, University of North Carolina - Chapel Hill

Stefan Thomas Hopmann, University of Vienna

Data-Based Decision Making in The Netherlands and England: A Comparison - Christopher Downey, University of Southampton; Kim Schildkamp, Universiteit Twente; Johanna Ebbeler, Universiteit Twente

Designing for Scale: How Relationships Shape Curriculum Change - Natalie Nicole Pareja Roblin, Ghent University; Gemma Corbalan, The Netherlands Institute for Curriculum Development; Susan McKenney, Universiteit Twente; Nienke Nieveen, SLO - The Netherlands Institute for Curriculum Development; Jan J. Van Den Akker, SLO, The Netherlands Institute for Curriculum Development

Europe Turned Local, the Local Turned European? Constructions of “Europe” in Social Studies Curricula Across Europe - Stavroula Philippou, University of Cyprus; Loizos Symeou, European University Cyprus

Shaping and Selling Policy: A Critical Study of Policy Entrepreneurs in English Elementary School Literacy - Colin John Mills, University of Manchester

Katherine Drake, Saint Paul Public Schools

Integrated Findings From a Mixed-Method, Longitudinal, Multisite Evaluation of Supplemental Educational Services - Carolyn Heinrich, The University of Texas - Austin; Patricia Burch, University of Southern California; Annalee G. Good, University of Wisconsin - Madison; Mary Susannah Stewart, University of Wisconsin - Madison; Hiren Dhiraj Nisar, Abt Associates Inc.; Martina Chura, University of Wisconsin - Madison; Emily Cheng, University of Wisconsin - Madison; Hyun Sik Kim, University of Wisconsin - Madison; Kimberly M. Jones, The University of Texas - Dallas; Angelica Herrera, The University of Texas; Rudolfo Acosta, University of Southern California

The Impact of Participation in Supplemental Educational Services on Student Achievement in the Los Angeles Unified School District - Melissa K. Barnhart, Los Angeles Unified School District

Evaluation of Supplemental Educational Services in a Midwestern Urban School District - Katherine Drake, Saint Paul Public Schools; Cheryl Carlstrom, Saint Paul Public Schools

Sarah Anne Eckert, Notre Dame of Maryland University

“HQT” (Highly Qualified Teacher) Status Is Not Enough to Improve Teacher Quality in High Poverty/High Minority Urban Schools - Sarah Anne Eckert, Notre Dame of Maryland University

An Examination of State-Level Performance-Based Teacher Evaluation Systems in 2010-2011 - Julie Riordan, Education Development Center, Inc.; Maria Teresa Sanchez, Education Development Center, Inc.; Kyle DeMeo Cook, Education Development Center, Inc.; Richard Fournier, Education Development Center, Inc.

Can Teachers Retain Their Effectiveness in Different School Settings? - Zeyu Xu, American Institutes for Research; Matthew Corritore, The Urban Institute; Umut Ozek, American Institutes for Research

Teacher Effects on Achievement and Anthropometrics: A Cautionary Tale - Marianne Bitler, University of California - Irvine; Thurston Domina, University of California - Irvine; Emily K. Penner, University of California - Irvine

AnnMarie Darrow Baines, San Francisco State University

Developing a National System for Inclusion for Students With Special Educational Needs in Lesotho - Stella Long, Mary Immaculate College/University of Limerick

What Predicts Inclusion for Students with Disabilities? An Analysis of Student Factors - Alisha Brown, Michigan State University

Head Start Teachers’ Needs, Supports, and Practices for Including Young Children With Disabilities - Leah Schoenberg Muccio, University of Hawaii at Manoa; Julie K. Kidd, George Mason University

Cognition in the Classroom for Spanish-Speaking English Language Learners at Risk for Reading Disabilities - Danielle Guzman-Orth, Educational Testing Service

Antonia Darder, Loyola Marymount University

Eduardo Frutos Lopez, University of California - Los Angeles

De Levantarse y Seguir Cayendo: Taking a Critical Stance in Troubling Times - Theresa Montano, California State University - Northridge

Engaging Children’s Televisual Media: A Critical Bicultural Pedagogy Approach - Judith Estrada, University of Illinois at Urbana-Champaign

Edith A. Rusch, University of Nevada - Las Vegas

Social Justice in Higher Education: A Case Study of Senior Level Leadership and Community Engagement - Cynthia Miller Veraldo, University of Cincinnati; James W. Koschoreck, Northern Kentucky University

The Role of Faculty Leadership in the Closing of Racial Achievement Gaps in Higher Education - Eugene Fujimoto, California State University - Fullerton

Principal Preparedness for Leading in Demographically Changing Schools: Where Is the Social Justice Training? - Cathy M. Miller, Raytown School District; Barbara Nell Martin, University of Central Missouri

Social Justice and Leadership Preparation Programs: The Call for Developing a Transformative Curriculum Centered on Critical Discourse - Sarah Diem, University of Missouri; Bradley W. Carpenter, University of Louisville

“Tuning the Ear” to Teacher Discourse About Students of Color and Their Families: Employing an Ethnographic Stance in Preparation for K-12 School Leadership - Terry M. Pollack, Mills College

David L. Paterson, University of New England

Key Features of Welfare Programs in New South Wales Schools - Lorraine J. Graham, University of New England

The Place of the SOLO (Structure of the Observed Learning Outcome) Model in Enhancing Rural Teachers’ Instructional Decision Making - John E. Pegg, University of New England

Welfare, Place, Standards, Identity, and Mobility in Canadian Rural Education - Michael J. Corbett, Acadia University

Student Welfare in Australia and South Korea: Linking Relationships for Learning - Myung Sook Auh, University of New England

Reyes L. Quezada, University of San Diego

New Conceptions on the Dispositions of Culturally Responsive Teachers: The Three Domains of Culturally Responsive Teaching - Bradley M. Conrad, Capital University

Teaching for Social Justice and Equity in Small Urban High Schools: Challenges and Possibilities - Elizabeth Hope Dorman, Fort Lewis College

What Urban Teachers Don’t Learn: Emotional Labor and Student Connection as Topics in Professional Development - Christopher Soto, Carlbrook School