| A Survey of Teachers' Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost | 2001 | |
| An Analysis of Some Unintended and Negative Consequences of High-Stakes Testing | 2002 | |
| An Analysis of the Content and Difficulty of the CSAP 10th-Grade Mathematics Test | 2002 | |
| Assessment, high stakes, and alternative visions: Appropriate use of the right tools to leverage improvement | 2006 | |
| Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School | 2004 | |
| Effects of high-stakes testing on instruction | 1991 | |
| High stakes testing, Latinos and limited English proficient students: Lessons from Colorado | 2003 | |
| High-Stakes Testing | 2000 | |
| High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act | 2005 | |
| Implications for the use of the ACT within the Colorado Student Assessment Program | 2002 | |
| Should instruction be measurement driven? A debate. | 1988 | |
| Test Results Untrustworthy | 2005 | |
| The effects of high-stakes testing on achievement: Preliminary findings about generalization across tests | 1991 | |
| The Impact of High-Stakes Tests on Student Academic Performance | 2002 | |
| The Inevitable Corruption of Indicators and Educators Through High-Stakes Testing | 2005 | |
| The Testing Culture and the Persistence of High Stakes Testing Reforms | 2007 | |
| Tracking in an era of standards: Low-expectation classes meet high-expectation laws | 2001 | |
| Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Lang | 2005 | |
