Call Number (LC) Title Results
ED545218 Dual Credit in Oregon : An Analysis of Students Taking Dual Credit in High School in 2005-06 with Subsequent Performance in College / 1
ED545219 Oregon University System Fact Book 2010. 1
ED545220 Fostering a Future of Inclusion : A Conversation with the Board. 1
ED545221 Oregon University System Fact Book 2008. 1
ED545222 Oregon University System Fact Book 2013. 1
ED545223 Indicators of School Crime and Safety : 2013. NCES 2014-042/NCJ 243299 / 1
ED545224 Going Public : Writing about Research in Everyday Language. REL 2014-051 / 1
ED545225 Using Evidence-Based Decision Trees Instead of Formulas to Identify At-Risk Readers. REL 2014-036 / 1
ED545226 The English Language Learner Program Survey for Principals. REL 2014-027 / 1
ED545227 Disproportionality in School Discipline : An Assessment of Trends in Maryland, 2009-12. Stated Briefly. REL 2014-033 / 1
ED545228 WWC Review of the Report "Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies." What Works Clearinghouse Single Study Review. 1
ED545229 WWC Review of the Report "Incentives, Selection, and Teacher Performance : Evidence from IMPACT." What Works Clearinghouse Single Study Review. 1
ED545230 Policy Barriers to School Improvement : What's Real and What's Imagined? / 1
ED545231 Lacking Leaders : The Challenges of Principal Recruitment, Selection, and Placement / 1
ED545232 Professional Practice, Student Surveys, and Value-Added : Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools. REL 2014-024 / 1
ED545233 The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes : Findings from a Meta-Analytic Review. REL 2014-015 / 1
ED545234 Developing a Coherent Research Agenda : Lessons from the REL Northeast & Islands Research Agenda Workshops. REL 2014-014 / 1
ED545235 Study of the Feasibility of a NAEP Mathematics Accessible Block Alternative / 1
ED545236 A Validity Study of the NAEP Full Population Estimates / 1
ED545237 Examining the Content and Context of the Common Core State Standards : A First Look at Implications for the National Assessment of Educational Progress / 1