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1.
An Examination of the Validity of State Standardized Testing of English Language Learners
by Gonzalez, Arturo, Ed.D.  Northwest Nazarene University. 2016: 133 pages; 10240280.
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Out-of-School Time Program Test Score Impact for Black Children of Single-Parents
by Nagle, Barry T., Ed.D.  The George Washington University. 2013: 265 pages; 3555482.
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Special Education Students and Standardized Assessments
by Taylor, Deborah, Ed.D.  Lindenwood University. 2016: 158 pages; 10249256.
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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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A tale of two effective Title One Reward charter schools
by Metcalfe, Laura, Ed.D.  Northern Arizona University. 2014: 215 pages; 3682804.
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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.
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Comparison of Classroom Grades and Missouri End-of-Course Exam Scores
by Delmont, Rodney, Ed.D.  Lindenwood University. 2016: 148 pages; 10253890.
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Nursing Faculty Perceptions Related to Collaborative Testing
by Lycette, Lisa L., Ph.D.  William Carey University. 2018: 104 pages; 10845852.
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Standardized Cognitive Assessments in Children with Autism
by Kuriakose, Sarah, Ph.D.  University of California, Santa Barbara. 2012: 136 pages; 3545109.
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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.
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Relationships Between Students' Course Grades and Value-Added Scores
by Cozad, Douglas A., Ph.D.  Northcentral University. 2011: 123 pages; 3492477.
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Federal Education Laws and the Fine Arts
by Cavener, Kim R., Ed.D.  Lindenwood University. 2013: 146 pages; 3605243.
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