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1.
High-stakes testing and teacher burnout in public high school teachers
by Tucker, Gail, Ed.D.  Walden University. 2009: 188 pages; 3344455.
4.
Florida high -stakes testing and graduation success
by Stanley, Laurel Alva, Ed.D.  University of North Florida. 2007: 183 pages; 3258021.
6.
Homogeneous grouping in the context of high-stakes testing: Does it improve reading achievement?
by Salcedo-Gonzalez, Trena, Ed.D.  California State University, Fullerton. 2012: 89 pages; 3528261.
7.
An exploration of senior nursing students' perceived stress in a high stakes testing environment
by Robinson, Erin M.||||||Tagher, Catherine G., Ed.D.  Northern Kentucky University. 2014: 173 pages; 3622607.
8.
Elementary Teachers' Perceptions of the Effects of High-Stakes Testing
by Pavia, Amy, Ed.D.  Walden University. 2012: 134 pages; 3511213.
9.
Student experiences of high-stakes testing for progression in one undergraduate nursing program
by McClenny, Tammy, Ed.D.  University of West Georgia. 2016: 196 pages; 10109259.
10.
An exploration of senior nursing students' percieved stress in a high stakes testing environment
by Tagher, Catherine G.||||||Robinson, Erin M., Ed.D.  Northern Kentucky University. 2014: 170 pages; 3622620.
11.
1:1 laptop experience and high-stakes testing: Effects on eighth-grade student achievement
by Johnson, Mary L., Ph.D.  The University of Mississippi. 2016: 104 pages; 10127352.
13.
Parents' Reasons for Opting-Out Students from High-Stakes Tests
by McLoud, Rachael, Ph.D.  Walden University. 2019: 180 pages; 10977901.
14.
More than a number: A phenomenological study of high stakes education as experienced by students.
by Salas-Sarmiento, Estela, Ed.D.  California State University, Fullerton. 2014: 111 pages; 3662515.
17.
The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance
by Amos, Zachary Scott, M.Ed.  Bowling Green State University. 2009: 145 pages; 10817802.
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19.
Using computer-adaptive quizzing as a tool for NCLEX-RN success
by Pence, Jillyn Noland, Ed.D.  The University of Alabama. 2016: 72 pages; 10127932.
22.
An investigation of No Child Left Behind and its primary purpose to close the achievement gap
by Holmes, Shaun L., Ed.D.  Northern Arizona University. 2012: 166 pages; 3548524.
23.
Place-based pedagogy in the era of accountability: An action research study
by Saracino, Peter C., Ed.D.  University of Rochester. 2010: 196 pages; 3421835.
27.
The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making
by Schuler, Kristina K., Ph.D.  University of Missouri - Columbia. 2017: 191 pages; 10629017.
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