Downloadable Publications

Prospects for school reform and closing the achievement gap. In C.A. Dwyer (Ed.), Measurement and research in the accountability era (pp. 59-95). Mahway, NJ: Lawrence Erlbaum Associates. Porter, A. C. (2005).

The effects of state decisions about NCLB adequate yearly progress targets. Educational Measurement: Issues and Practice, Vol. 24(4), (pp. 32-39). Porter, A.C., Linn, R.L., & Trimble C.S. (2005, Winter).

Curriculum assessment. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Complementary methods for research in  education (3rd edition). Washington, DC: American Educational Research Association. Porter, A. C. (expected in 2005)

Alignment as a teacher variable. Applied Measurement in Education. Porter, A.C., Smithson, J.L. Blank, R. & Zeidner, T. (expected in 2005).

Building a high-quality assessment and accountability program: The Philadelphia example. In D. Ravitch (Ed.), Brookings papers on education policy 2002 (pp. 285-337). Washington, DC: Brookings Institution Press .Porter, A., & Chester, M. (2002).

Measuring the content of instruction: Uses in research and practice. Educational Researcher 31(7), 3-14. Porter, A. C. (2002, October).

Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook of research on teaching (4th edition) (pp. 259-297). Washington, DC: American Educational Research Association. Porter, A. C., Youngs, P., & Odden, A. (2001).

Designing effective professional development: Lessons from the Eisenhower Program. (Report to the U.S. Department of Education, Office of the Under Secretary on Contract No. EA97001001 to the American Institutes for Research). Washington, DC: Pelavin Research Center. Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (with K. S. Yoon). (1999, October).

The effects of upgrading policies on high school mathematics and science. In D. Ravitch (Ed.), Brookings papers on education policy 1998 (pp. 123-172). Washington, DC: Brookings Institution Press. Porter, A. C. (1998).

Comparative experiments in educational research. In R. Jaeger (Ed.), Complementary methods for research in education  (2nd edition) (pp. 523-551). Washington, DC: American Educational Research Association. (Revised chapter and reading from 1988 edition.) Porter, A. C. (1997).

Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis 19(4), 325-338. Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997, Winter).

The uses and misuses of opportunity-to-learn standards. Educational Researcher 24(1), 21-27. Porter, A. C. (1995).

Creating a system of school process indicators. Educational Evaluation and Policy Analysis 13(1), 13-29. Porter, A. C. (1991).

A curriculum out of balance : The case of elementary school mathematics. Educational Researcher 18(5), 9-15. (Also Research Series No. 191, East Lansing: Michigan State University, Institute for Research on Teaching.) Porter, A. C. (1989).

External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis 11(4), 343-356. (Also Occasional Paper No. 126, East Lansing: Michigan State University, Institute for Research on Teaching.) Porter, A. C. (1989).

Content determinants in elementary school mathematics. In D. A. Grouws  & T. J. Cooney (Eds.), Perspectives on research on effective mathematical teaching (pp. 96-113). Hillsdale, NJ: Lawrence Erlbaum Associates. (Also Research Series 179, East Lansing: Michigan State University, Institute for Research on Teaching.) Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1988).

Good teaching: Insights from the work of the Institute for Research on Teaching. Educational Leadership 45(8), 75-84. (Also Occasional Paper No. 114, East Lansing: Michigan State University, Institute for Research on Teaching, 1987; a chapter in R. S. Brandt (Ed.), Readings on research from educational leadership (pp. 217-226). Alexandria, VA: Association for Supervision and Curriculum Development; a chapter in Readings from educational leadership: Coaching and staff development (pp. 66-75), a companion volume edited by R. S. Brandt for ASCD.) Porter, A. & Brophy, J. (1988).

Teachers as policy brokers in the content of elementary school mathematics. In L. Shulman & G. Sykes (Eds.), Handbook on teaching and policy (pp. 370-391). New York: Longman. (Also Research Series No. 113, East Lansing, MI: Michigan State University, Institute for Research on Teaching, 1983.) Schwille, J. R., Porter, A. C., Belli, G., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1983).