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2.
High-stakes testing and teacher burnout in public high school teachers
by Tucker, Gail, Ed.D.  Walden University. 2009: 188 pages; 3344455.
3.
Parents' Reasons for Opting-Out Students from High-Stakes Tests
by McLoud, Rachael, Ph.D.  Walden University. 2019: 180 pages; 10977901.
5.
Elementary Teachers' Perceptions of the Effects of High-Stakes Testing
by Pavia, Amy, Ed.D.  Walden University. 2012: 134 pages; 3511213.
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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.
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Florida high -stakes testing and graduation success
by Stanley, Laurel Alva, Ed.D.  University of North Florida. 2007: 183 pages; 3258021.
8.
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.
9.
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.
10.
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.
14.
Identifying effective measures for a statewide accountability system
by Plowman, Jeremy||||||Siebert, Todd||||||Willich, Corey, Ed.D.  Saint Louis University. 2011: 202 pages; 3465499.
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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.
20.
Perceptions of the Silent Majority: Projects as Assessments in a Brain Compatible Curriculum
by Teague, Carolyn Louise, Ed.D.  University of Cincinnati. 2006: 121 pages; 10857210.
21.
Best Practices for Student Success on the ACT
by Boyer, Grant Coday, Ed.D.  Lindenwood University. 2012: 171 pages; 3556895.
22.
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.
23.
The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas
by Christenson, Barbara Lynn, Ed.D.  The University of Texas at Austin. 2010: 134 pages; 3417493.
24.
Teachers' Perceptions on Improvement of Declining Grade 8 Language Arts Test Scores
by McGroarty, John David, Ed.D.  Walden University. 2015: 232 pages; 3735421.
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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.
30.
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.
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