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181.
The Relationship Between High School Exit Exam Policies, Student Transfers, and Attainment
by Whitson, Jennifer Leigh, Ed.D.  The George Washington University. 2014: 291 pages; 3615585.
184.
Teachers' Perceptions of the Implementation of a Value-Added Evaluation System
by Crystal, Annine D., Ed.D.  American International College. 2014: 152 pages; 3583641.
188.
How Principals Lead in the Era of LCFF and LCAP to Meet the Needs of All Students
by Melendez, Felix, Ed.D.  Azusa Pacific University. 2020: 121 pages; 28148819.
191.
Professional Collaboration Experiences: Perceptions of Novice Teachers
by Farnan, Shantel, Ph.D.  University of Missouri - Columbia. 2017: 123 pages; 10629009.
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Assessing the assessment: Access to algebra in an era of API
by Lloyd, Jayson D., Ed.D.  California State University, Long Beach. 2010: 136 pages; 3425186.
198.
The Moral and Ethical Challenges of Principal Data-Driven Decisions about Annual Growth Data
by Williams, Jamisa C., Ed.D.  The University of North Carolina at Greensboro. 2019: 137 pages; 27545893.
201.
Faculty attitudes toward assessment
by Dueben, Rebecca Marilyn, Ph.D.  Washington State University. 2015: 131 pages; 10043064.
202.
The impact of No Child Left Behind on principal leadership in public middle schools: A multiple case study
by Issa, Semeen Rahemtulla, Ed.D.  California State University, Fullerton. 2012: 180 pages; 3528607.
203.
U.S. ethics and global effects: Public radio's struggle to cover climate change for a consumer audience
by Harris, Sara R., M.A.  University of Southern California. 2010: 63 pages; 1476257.
204.
Charter Schools as Leverage for Special Education Reform
by Chang, Tommy, Ed.D.  Loyola Marymount University. 2014: 117 pages; 3610317.
206.
Administrative Perspectives: Social Emotional Learning and Policy for Public Schools in Wyoming
by Moore, Robert Travis, Ed.D.  University of Wyoming. 2020: 188 pages; 28258565.
209.
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