Contents: Preface. Introduction. Part I: The Science of Education and Scientific Evidence. E.C. Lagemann, Toward a More Adequate Science of Education. R.L. Linn, Scientific Evidence and Interference in Educational Policy and Practice: Implications for Evaluating Adequate Yearly Progress. S. Lewis, Issues Related to Disaggregating Data in a New Accountability. L. Towne, Scientific Evidence and Interference in Educational Policy and Practice: Defining and Implementing Scientifically Based Research. Part II: Closing the Achievement Gap. A.C. Porter, Prospects for School Reform and Closing the Achievement Gap. Part III: Improving Teacher Quality. C.V. Gipps, Accountability Testing and the Implications for Teacher Professionalism. R.M. Ingersoll, The Persistent Problem of Out-of-Field Teaching. G. Ladson-Billings, No Teacher Left Behind: Issues of Equity and Teacher Quality. Part IV: Test Linking: Technical and Conceptual Challenges. M.J. Feuer, E Pluribus Unum: Linking Tests and Democratic Education. P.W. Holland, Assessing the Validity of Test Linking: What Has Happened Since Uncommon Measures? Part V: Accountability Issues for English Language Learners. L.W. Fillmore, ELLs Caught in the Crossfire Between Good Intentions and Bad Instructional Choices. J. Lara, Report on an Informal Survey of ELL Educators at the State and Local Level. Part VI: Using Econometric Modes in School Accountability. S. Loeb, F. Estrada, Have Assessment-Based School Accountability Reforms Affected the Career Decisions of Teachers? S.G. Rivkin, Stricter Regulations of Additional Incentives? The Teacher Quality Policy Dilemma. C.E. Rouse, Accounting for Schools: Econometric Issues in Measuring School Quality. Part VII: Aligning the Elements of Accountability Systems. M.W. Kirst, Improving Preparation for Non-Selective Postsecondary Education: Assessment and Accountability Issues. E.L. Baker, Aligning Curriculum, Standards, and Assessments: Fulfilling the Promise of School Reform.
