Vita: Professional Writing

Assessments

Porter, A.C., Murphy, J., Goldring, E.B., & Elliott, S.N. (2008) VAL-ED: The Vanderbilt Assessment of Leadership in Education. Nashville: Discovery Education Assessments.

Book Chapters

Murphy, J., Elliott, S.N., Goldring, E., & Porter, A.C. (In Press). Leaders for productive schools. In M. Brundrett & M. Crawford (Eds.), Developing School Leaders: An International Perspective. London: Routledge.

Smith, T.M., Desimone, L.M., Porter, A., McGraner, K., & Haynes, K.T. (2012). Learning to teach: An agenda for research on the induction and mentoring of beginning teachers.  In T.M. Smith, L.M. Desimone, & A. Porter (Eds.) Organization and effectiveness of induction programs for new teachers. National Society for the Study of Education.  New York: Teachers College Press.

McMaken, J. & Porter, A.C. (2012). The Surveys of Enacted Curriculum as a Measure of Implementation. In Heck, D. J., Chval, K. B., Weiss, I. R., and Ziebarth, S. W. (Eds.). Approaches to Studying the Enacted Mathematics Curriculum. Charlotte, NC: Information Age Publishing.

Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., & Cravens, X. C. (2012). Vanderbilt Assessment of Leadership in Education: A new tool for principal evaluation and professional growth. In J. Shen (Ed.), Tools for Improving Principalship (pp. 13-46). Berne, Switzerland: Peter Lang Publishing Group.

Porter, A.C., McMaken, J., & Blank, R.K. (2011).  Surveys of Enacted Curriculum and the Council of Chief State School Officers Collaborative. In Tate, W., King, K.D., & Anderson, C.R. (Eds.). Disrupting Tradition: Research and Practice Pathways in Mathematics Education.  Reston, VA: National Council for Teachers of Mathematics.

Murphy, J., Porter, A.C., Goldring, E., & Elliott, S.N. (2010). Leaders for productive schools. In B. McGaw, P. Peterson, & E. Baker (Eds.), The International Encyclopedia of Education (3rd ed.). Elsevier.

Porter, A.C., & Polikoff, M.S. (2009). National curriculum. In T.L. Good (Ed.), 21st Century Education: A Reference Handbook, (pp. 434-442). Thousand Oaks, CA: Sage.

Porter, A.C. (2007). Lessons learned from standards-based reform: Implications for the reauthorization of NCLB. In A. Gamoran (Ed.), Standards-based Reform and the Poverty Gap: Lessons for “No Child Left Behind”. Washington, DC: Brookings Institution Press.

Porter, A. C. (2006).  Curriculum assessment.  In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of Complementary Methods in Education Research, pp. 141-159.  Washington, DC:  American Educational Research Association.

Porter, A. C. (2005).  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., & Smithson, J. L. (2004).  From policy to practice: The evolution of one approach to describing and using curriculum data.  In M. Wilson (Ed.), Towards coherence between classroom assessment and accountability, NSSE Yearbook 103:2.  Chicago, IL: The National Society for the Study of Education.

Porter, A. C., & Gamoran, A.  (2002).  Progress and challenges for large-scale studies.  In A. C. Porter & A. Gamoran (Eds.), Methodological advances in cross-national surveys of educational achievement (pp. 105-131).  Washington, DC:  National Academy Press.

Porter, A., & Chester, M.  (2002).  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. C., Youngs, P., & Odden, A.  (2001).  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., & Smithson, J. L.  (2001).  Are content standards being implemented in the classroom?  A methodology and some tentative answers.  In S. H. Fuhrman (Ed.), From the capitol to the classroom:  Standards-based reform in the states—One hundredth yearbook of the National Society for the Study of Education, Part II (pp. 60-80).  Chicago:  University of Chicago Press.

Porter, A. C.  (1998).  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).  Dilemmas in assessing academic achievement.  In N. M. Lambert & B. L. McCombs, How students learn:  Reforming schools through learner-centered education (pp. 339-350).  Washington, DC:  American Psychological Association.

Porter, A. C.  (1997).  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.)

Wehlage, G. G., Osthoff, E., & Porter, A. C.  (1996).  Support from external agencies.  In F. M. Newmann & Associates, Authentic achievement:  Restructuring schools for intellectual quality (pp. 264-285).  San Francisco:  Jossey-Bass.

Murray, F. B., & Porter, A. C.  (1996).  Pathway from the liberal arts curriculum to lessons in the schools.  In F. B. Murray (Ed.), The teacher educator’s handbook:  Building a knowledge base for the preparation of teachers, Part 2:  Subject matter knowledge (pp. 155-178).  San Francisco:  Jossey-Bass.

Porter, A. C.  (1995).  The uses and misuses of opportunity-to-learn standards.  In D. Ravitch (Ed.), Debating the future of American schools (pp. 40-65).  Washington, DC:  The Brookings Institution.

Porter, A. C.  (1995).  Guaranteeing good instruction.  In P. Brown (Ed.), Strategies for linking school finance and students’ opportunity to learn (pp. 36-41).  Washington, DC:  National Governors’ Association.

Gamoran, A., Porter, A. C., & Gahng, T.-J.  (1995).  Teacher empowerment :  A policy in search of theory and evidence.  In B. Levin, W. J. Fowler, Jr., & H. J. Walberg (Eds.), Advances in educational productivity:  Organizational influences on educational productivity (Vol. 5) (pp. 175-193).  Greenwich, CT:  JAI Press.

Porter, A. C., Smithson, J., & Osthoff, E.  (1994).  Standard setting as a strategy for upgrading high school mathematics and science.  In R. F. Elmore & S. H. Fuhrman (Eds.), The governance of curriculum:  1994 yearbook of the Association for Supervision and Curriculum Development (pp. 138-166).  Alexandria, VA:  Association for Supervision and Curriculum Development.

Porter, A. C.  (1994).  Defining and measuring opportunity to learn.  In S. L. Traiman (Ed.), The debate on opportunity-to-learn standards.  Washington, DC:  National Governors’ Association.

Atkinson, R. C., & Porter, A. C.  (1993).  The Department of Education’s support of education research.  In J. F. Jennings (Ed.), National issues in education:  The past is prologue.  Bloomington, IN:  Phi Delta Kappa International.

Porter, A. C.  (1991).  Good teaching of worthwhile mathematics to disadvantaged students.  In M. S. Knapp & P. M. Shields (Eds.), Better schooling for the children of poverty:  Alternatives to conventional wisdom (pp. 125-148).  Berkeley, CA:  McCutchan Publishing Corporation.

Porter, A. C.  (1991).  Assessing national goals :  Some measurement dilemmas.  In The assessment of national educational goals:  Proceedings of the 1990 ETS Invitational Conference (pp. 21-42).  Princeton, NJ:  Educational Testing Service.

Porter, A. C., Archbald, D. A., & Tyree, A. K., Jr.  (1991).  Reforming the curriculum:  Will empowerment policies replace control?  In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing:  The 1990 yearbook of the Politics of Education Associations (pp. 11-36).  London:  Taylor & Francis Ltd.

Porter, A. C.  (1990).  Choice requires more than the absence of control.  In W. H. Clune & J. F. Witte (Eds.), Choice and control in American education—Volume 1:  The theory of choice and control in education (pp. 387-397).  Bristol, PA:  Falmer Press.

Porter, A. C.  (1990).  Collaborating with teachers on research.  In M. W. Olson (Ed.), Opening the door to classroom research (pp. 77-96).  Newark, DE:  International Reading Association.

Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J.  (1988).  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.)

Freeman, D., Porter, A., Alford, L., Floden, R., Irwin, S., Schmidt, W., & Schwille, J.  (1986).  Deciding what to teach in elementary school mathematics:  Interplay between external policies and teachers’ convictions.  Proceedings of the 8th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  East Lansing:  Michigan State University.

Levine, D. B. (Ed.),  (1986).  Creating a Center for Education Statistics:  A time for action.  Published for the Panel to Evaluate the National Center for Educational Statistics by National Academy Press, Washington, DC (A. Porter, panel member).

Porter, A. C.  (1986).  Can a book be the curriculum?  In Caroline B. Cody (Ed.), A policymaker’s guide to textbook selection.  VA:  National Association of State Boards of Education.

Porter, A. C.  (1986).  What next ?  More leverage for teachers.  (Edited by Joslyn Green).  Contributor via interview; remarks transcribed and grouped with comments of other interviews.  Denver, CO:  Education Commission of the States.

Porter, A. C.  (1984, January).  Comments on taking mathematics teaching seriously :  Reflections on the teacher shortage in science and mathematics.  In John L. Taylor (Ed.), Teacher shortage in science and mathematics:  Myths, realities and research (pp. 131-135).  Proceedings of a conference sponsored by the National Institute of Education, Washington, DC.

Schmidt, W. H., Porter, A. C., Schwille, J. R., Floden, R. E., & Freeman, D. J.  (1983).  Validity as a variable:  Can the same certification test be valid for all students?  In G. F. Madaus (Ed.), The courts, validity, and minimum competency testing (pp. 75-115).  Boston:  Kluwer-Nijhoff.  (Also Occasional Paper No. 53, 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).  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.)

Porter, A. C., Floden, R. E., Freeman, D. J., Kuhs, T., Schmidt, W. H., & Schwille, J. R.  (1981).  The content of elementary school mathematics in the United States.  Proceedings of the Fourth International Congress on Mathematics Education, August 14, 1980.  Berkeley, CA:  University of California.

Porter, A. C.  (1981).  Elementary mathematics textbooks.  In J. Y. Cole & T. G. Sticht (Eds.), The textbook in American society.  Washington, DC:  Library of Congress.  (A short version of a chapter to appear in another book by Academic Press.)

Floden, R. E., Porter, A. C., Schmidt, W. H., & Freeman, D. J.  (1980).  Don’t they all measure the same thing?:  Consequences of standardized test selection.  In E. L. Baker & E. S. Quellmalz (Eds.), Educational testing and evaluation:  Design, analysis and policy.  Beverly Hills, CA:  Sage.  (Also Research Series No. 25, East Lansing:  Michigan State University, Institute for Research on Teaching, 1978.)

Porter, A. C.  (1976).  Small scale evaluation.  In C. Abt (Ed.), The evaluation of social programs.  Beverly Hills, CA:  Sage.

Porter, A. C., & Chibucos, T. R.  (1974).  Selecting analysis strategies.  In G. Borich (Ed.), Evaluating educational programs and products.  Englewood Cliffs, NJ:  Educational Technology Press.

Porter, A. C.  (1973, February).  Some comments on “Empirical criteria for distinguishing and validating aptitude and achievement measures,” by George Burket and “Fitting a model of school learning to aptitude and achievement data over grade levels,” by John Carroll.  In R. Green (Ed.), The aptitude achievement distinction.  Monterey, CA:  Proceedings of the Second CTB/McGraw Hill Conference in Educational Measurement.

Porter, R. B., & Porter, A. C.  (1969).  Psychological evaluation of the hearing handicapped.  In J. Griffith (Ed.), Persons with hearing loss.  Springfield:  Charles C. Thomas Publishers.

Articles in Professional Journals

Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis. Advance online publication. doi: 10.3102/0162373714531851.

 Polikoff, M. S., Desimone, L. M., Hochberg, E. D., & Porter, A. C. (in press.).  Mentor policy and the quality of mentoring. Elementary School Journal.

 Goldring, E.B., Cravens, X., & Porter, A.C. (2014). The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional leadership and emotional intelligence. Journal of Educational Administration.

 Porter, A.C., Yang, R., Hwang, J., McMaken, J., & Rorison, J. (February 2014). The effects of scholarship amount on yield and success for master’s students in education.  Journal of Research on Educational Effectiveness, 7(2), pp. 166-182.

 Murphy, J., Goldring, E., & Porter, A. C. (2014, January/February). Principal evaluation takes center stage.  Principal, 20-24.

 Desimone, L.M., Hochberg, E., Porter, A.C., Polikoff, M.S., Schwartz, R., & Johnson, L.J. (2014). Formal and informal mentoring: Complementary, compensatory, or consistent?  Journal of Teacher Education, 65(2), pp. 88-110.

 Porter, A.C., Polikoff, M.S., Barghaus, K.M., & Yang, R. (2013). Constructing aligned assessments: Using automated test construction. Educational Researcher, 42(8), pp. 415-423.

 McClarty, K., Way, D., Porter, A.C., Beimers, J., & Miles, J. (2013). Evidence based standard setting: Establishing a validity framework for cut scores.  Education Researcher, 42(2), pp. 78-88.

 Cravens, X. C., Goldring, E., Porter, A., Polikoff, M. S., Murphy, J., & Elliott, S. (2013). Setting proficiency standards for school leadership assessment: An examination of cut score decision making. Educational Administration Quarterly, 49(1), 124-160.

Porter, A. C., & Polikoff, M. S. (May 2012). Measuring academic readiness for college. Educational Policy, 26(3), 394-417.

Polikoff, M.S., Porter, A.C., & Smithson, J. (August 2011). How well aligned are state assessments of student achievement with state content standards? American Educational Research Journal, 48(4), 965-995.

Murphy, J. F., Goldring, E. B., Cravens, X. C., Elliott, S. N., & Porter, A. C. (2011). The Vanderbilt Assessment of Leadership in Education: Measuring Learning-Centered Leadership. Journal of East China Normal University 29(1), 1-10.

Porter, A., McMaken, J., Hwang, J., & Yang, R. (April 2011). Common Core standards: The New US intended curriculum. Educational Researcher,40(3), 103-116; (May 2011) Assessing the Common Core standards: Opportunity for improving measures of instruction. Educational Researcher,40(4), 186-188.

Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (December 2010). Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education.  The Elementary School Journal, 111(2).

Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (April 2010). Developing a psychometrically sound assessment of school leadership: The VAL-ED as a case study. Educational Administration Quarterly, 46(2), 135-173.

Polikoff, M.S., May, H., Porter, A.C., Elliott, S.N., Goldring, E., & Murphy, J. (November 2009). An examination of differential item functioning in the Vanderbilt Assessment of Leadership in Education. Journal of School Leadership. 19(6), 661-679.

Porter, A.C. & McMaken, J. (September 2009). Making connections between research and practice. Phi Delta Kappan, 91(1), 61-64.

Porter, A.C., Polikoff, M.S. and Smithson, J. (2009). Is there a de facto national intended curriculum?  Evidence from state content standards. Educational Evaluation and Policy Analysis, 31(3), 238-268.

Goldring, E., Cravens, X., Murphy, J., Porter, A., Elliot, S., & Carson, B., (2009).  The evaluation of

principals: What and how do states and urban districts assess leadership?  Elementary School Journal, 110(1), 19-39.

Goldring, E., Porter, A.C., Murphy, J., Elliott, S., Cravens, X. (2009).  Assessing learning-centered leadership:  Connections to research, professional standards, and current practices.  Leadership and Policy in Schools, 8(1), 1-36.

Porter, A.C., Polikoff, M.S., Zeidner, T., & Smithson J. (2008).  The quality of content analyses of state student achievement tests and content standards.  Educational Measurement: Issues and Practice, 27(4), 2-14.

Porter, A.C., (2007).  Making connections between research and practice.  Journal of Personnel Evaluation in Education, 20, 281-283.

Porter, A.C. & Polikoff, M.S.  (2007).  NCLB: State interpretations, early effects, and suggestions for reauthorization.  Social Policy Report,  XXI (4).

Murphy, J., Elliott, S.N., Goldring, E. & Porter, A.C.  (2007, April).  Leadership for learning:  A research-based model and taxonomy of behaviors. School Leadership and Management, 27(2), 179-201.

Porter, A.C., Smithson, J.L., Blank, R. & Zeidner, T. (2007).  Alignment as a teacher variable. Applied Measurement in Education, 20 (1) 27-51

Blank, R.K,, Smithson, J., Porter, A.C., Nunnaley, D., Osthoff, E. (2006, Spring). Improving instruction through schoolwide professional development: Effects of the data-on-enacted-curriculum model.  ERS Spectrum, Journal of Research and Information, 24(2), 9-23.

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

Porter, A. C. (2005).  Getting the content of instruction right.  Orbit 35(3), 11-13.

Porter, A. C., Blank, R., Smithson, J., & Osthoff, E.  (2005, May).  Place-based randomized trials to test the effects on instructional practices of a mathematics/science professional development program for teachers.  Annals of the American Academy of Political and Social Science 599, 147-175.

Porter, A. C., Chester, M. D., & Schlesinger, M. D.  (2004, June).  Framework for an effective assessment and accountability program:  The Philadelphia example.  Teachers College Record 106(6), 1358-1400.

Desimone, L., Garet, M., Birman, B., Porter, A., & Suk Yoon, K.  (2003, November).  Improving teachers’ in-service professional development in mathematics and science:  The role of postsecondary institutions.  Educational Policy 17(5), 613-649.

Youngs, P., Odden, A., & Porter, A. C.  (2003, May).  State policy related to teacher licensure.  Educational Policy 17(2), 217-236.

Porter, A. C., Garet, M. S., Desimone, L. M., & Birman, B. F.  (2003, Spring).   Providing effective professional development:  Lessons from the Eisenhower Program.  Science Educator 12(1), 23-40.

Birman, B. F., & Porter, A. C.  (2002).  Evaluating the effectiveness of education funding streams.  Peabody Journal of Education 77(4), 59-85.

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

Desimone, L., Porter, A. C., Garet, M., Suk Yoon, K., & Birman, B.  (2002, Summer).  Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study.  Educational Evaluation and Policy Analysis 24(2), 81-112.

Desimone, L., Porter, A. C., Birman, B. F., Garet, M. S., & Suk Yoon, K.  (2002, October).  How do district management and implementation strategies relate to the quality of the professional development that districts provide to teachers?  Teachers College Record 104(7), 1265-1312.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S.  (2001, Winter).  What makes professional development effective?  Results from a national sample of teachers.  American Educational Research Journal 38(4), 915-945.

Porter, A. C.  (2001, Summer).  Invited commentary:  Uses and limitations of indicator data.  Education Statistics Quarterly 3(2), 14-16.

Porter, A.  (2000, December).  Doing high-stakes assessment right.  The School Administrator 11(57), 28-31.

Birman, B., Desimone, L., Porter, A. C., & Garet, M.  (2000).  Designing professional development that works.  Educational Leadership 57(8), 28-33.

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

White, P. A., Gamoran, A., Smithson, J., & Porter, A. C.  (1996, Winter).  Upgrading the high school math curriculum:  Math course-taking patterns in seven high schools in California and New York.  Educational Evaluation and Policy Analysis 18(4), 285-307.

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

Porter, A. C.  (1994).  National equity and school autonomy.  Educational Policy 8(4), 489-500.

Porter, A. C.  (1994).  National standards and school improvement in the 1990s :  Issues and promise.  American Journal of Education 102(4), 421-449.

Archbald, D. A., & Porter, A. C.  (1994).  Curriculum control and teachers’ perceptions of autonomy and satisfaction.  Educational Evaluation and Policy Analysis 16(1), 21-39.

Porter, A. C.  (1993).  School delivery standards.  Educational Researcher 22(5), 24-30.  (Reprinted in Network News & Views 12(8), August 1993, 63-69 and in S. L. Traiman (Ed.), (1994), The debate on opportunity-to-learn standards.  Washington, DC:  National Governors’ Association.)

Lee, O., & Porter, A. C.  (1993).  A teacher’s bounded rationality in middle school science.  Teaching and Teacher Education 9(4), 397-409.

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

Lee, O., & Porter, A. C.  (1990).  Bounded rationality in classroom teaching.  Educational Psychologist 25(2), 159-171.

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.)

Freeman, D. T., & Porter, A. C.  (1989).  Do textbooks dictate the content of mathematics instruction in elementary schools?  American Educational Research Journal 26(3), 403-421.  (Also Research Series No. 189, East Lansing:  Michigan State University, Institute for Research on Teaching.)

Porter, A. C.  (1989).  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.)

Floden, R. E., Porter, A. C., Alford, L. M., Freeman, D. T., Irwin, S., Schmidt, W. H., & Schwille, J. R.  (1988).  Instructional leadership at the district level:  A closer look at autonomy and control.  Educational Administration Quarterly 24(2), 96-124.  (Also Research Series No. 182, East Lansing:  Michigan State University, Institute for Research on Teaching.)

Porter, A.  (1988).  Understanding teaching :  A model for assessment.  Journal of Teacher Education 39(4), 2-7.  (Also reprinted in Pedagogicka Revue 1991 53(1), 3-14; Occasional Paper No. 124, East Lansing:  Michigan State University, Institute for Research on Teaching.)

Porter, A. C.  (1988).  Indicators :  Objective data or political tool ?  Phi Delta Kappan 67(9), 503-508.

Porter, A. & Brophy, J.  (1988).  Synthesis of Research on Good teaching:  Insights from the work of the Institute for Research on Teaching.  Educational Leadership 45(8), 74-85.  (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.)

Schwille, J., Porter, A., Alford, L., Floden, R., Freeman, D., Irwin, S., & Schmidt, W.  (1988).  State policy and the control of curriculum decisions.  Educational Policy 2(1), 29-50).  (Also Research Series No. 173, East Lansing:  Michigan State University, Institute for Research on Teaching, 1986.)

Porter, A. C.  (1987).  Teacher collaboration :  New partnerships to attack old problems.  Phi Delta Kappan 69, 147-152.  (Also Occasional Paper No. 105, East Lansing:  Michigan State University, Institute for Research on Teaching.)

Porter, A. C., & Raudenbush, S. W.  (1987).  Analysis of covariance:  Its model and use in psychological research.  Journal of Counseling Psychology 34, 383-392.

Schmidt, W. H., Porter, A. C., Floden, R. E., Freeman, D. T., & Schwille, J. R.  (1987).  Four patterns of teacher content decision making.  Journal of Curriculum Studies 19(5), 439-455.

Alford, L., & Porter, A.  (1986).  Research report:  Alignments between content of textbooks and tests in mathematics.  Arithmetic Teacher 34(3), 25.

Porter, A. C.  (1986).  From research on teaching to staff development :  A difficult step.  Elementary School Journal 87(2), 159-164.

Porter, A. C., & Freeman, D. J.  (1986).  Professional orientations:  An essential domain for teacher testing.  Journal of Negro Education 55, 284-292.

Kuhs, T., Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J.  (1985).  Differences among teachers in their use of curriculum-embedded tests.  Elementary School Journal 86(2), 141-154.  (Also Research Series No. 133, East Lansing:  Michigan State University, Institute for Research on Teaching.)

Frame, R. E., Clarizio, H. F., & Porter, A. C.  (1984).  Diagnostic and prescriptive bias in school psychologists’ reports of a learning disabled child.  Journal of Learning Disabilities 17, 12-15.

Blumberg, C. J., & Porter, A. C.  (1983).  Analyzing quasi-experiments:  Some implications of assuming continuous growth models.  The Journal of Experimental Education 51, 150-159.

Freeman, D. J., Belli, G. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R.  (1983).  The influence of different styles of textbook use on instructional validity of standardized tests.  Journal of Educational Measurement 20, 259-270.  (Also Research Series No. 107, East Lansing:  Michigan State University, Institute for Research on Teaching, 1983.)

Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R.  (1983).  Do textbooks and tests define a national curriculum in elementary school mathematics?  Elementary School Journal 83, 501-513.  (Reprinted in The Education Digest, 1984, March, 47-49.)

Porter, A. C.  (1983).  The role of testing in effective schools.  American Education 19, 25-28.

Frame, R. E., Clarizio, H. F., Porter, A. C., & Vinsonhaler, J. R.  (1982, July).  Interclinician agreement and bias in school psychologists’ diagnostic and treatment recommendations for a learning disabled child.  Psychology in the Schools.

Freeman, D. J., Kuhs, T. M., Knappen, L., & Porter, A. C.  (1982).  A closer look at standardized tests.  The Arithmetic Teacher 29, 50-54.  (Also Research Series No. 48, East Lansing:  Michigan State University, Institute for Research on Teaching, 1979.)

Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, J. R.  (1981).  Responses to curriculum pressures:  A policy capturing study of teacher decisions about content.  Journal of Educational Psychology 73, 129-141.  (Also Research Series No. 74, East Lansing:  Michigan State University, Institute for Research on Teaching, 1980.)

Olejnik, S. F., & Porter, A. C.  (1981).  Bias and mean square errors of estimation as criteria for evaluating competing analysis strategies in quasi-experiments.  Journal of Educational Statistics 6, 33-53.

Schwille, J. R., Porter, A. C., & Gant, M.  (1980).  Content decision-making and the politics of education.  Educational Administration Quarterly 16, 21-40.  (Also Research Series No. 52, East Lansing:  Michigan State University, Institute for Research on Teaching, 1979.)

Porter, A. C.  (1979).  A book review of research and development and school change.  Edited by Robert Glaser.  Educational Researcher.

Porter, A. C., Schmidt, W. H., Floden, R. E., & Freeman, D. J.  (1978, Fall).  Practical significance in program evaluation.  American Educational Research Journal 15(4), 529-539.  (Also Research Series No. 2, East Lansing:  Michigan State University, Institute for Research on Teaching, 1978.)

Olejnik, S. F., & Porter, A. C.  (1975, Summer).  An empirical study comparing the effectiveness of four scoring strategies on the Kuder Occupational Interest Survey Form DD.   Journal of Educational and Psychological Measurement.

Porter, A. C., & Chibucos, T. R.  (1975, Winter).  Common problems of design and analysis in evaluative research.  Sociological Methods and Research.

Porter, A. C., & Kaiser, H. F.  (1975, June).  FORTRAN program for computing a measure of the population quality of legislative appointment.  Behavior Research Methods and Instrumentation.

Stanley, J. C., & Porter, A. C.  (1972).  ANOVA analysis of unweighted and weighted Fisher z’s.  Social Science Research 1.

Stanley, J. C., & Porter, A. C.  (1967).  Correlation of scholastic aptitude scores with college grades for Negros versus whites.  Journal of Educational Measurement 4, 199-218.

Technical Reports and Unpublished Manuscripts

(Does not include proposals or presentations at professional meetings unless an original manuscript was presented.)

Porter, A.C., Murphy, J., Goldring, E.B., Elliott, S.N., Polikoff, M. S., & May, H. (2008). VAL-ED: Technical Manual (Version1.0). Nashville: Discovery Education Assessments.

Elliott, S.N., Murphy, J., Goldring, E., & Porter, A. (2008). VAL-ED Handbook: Implementation and interpretation of the Vanderbilt Assessment of Leadership in Education. Nashville: Discovery Education Assessments.

Elliott, S.N., Murphy, J., Goldring, E., & Porter, A. (2008). VAL-ED Users' Guide. Nashville: Discovery Education Assessments.

Porter, A.C., Goldring, E.B., Elliott, S.N., Murphy, J., Polikoff, M., & Cravens, X. (2008). Setting Performance Standards for the VAL-ED Assessment of Principal Leadership, New York: NY: Wallace Foundation.

Goldring, E., Porter, A., & Polikoff, M. (2008). Report on the Study to Evaluate the Performance Level Descriptors for the VAL-ED. New York, NY: Wallace Foundation.

Goldring, E., Porter, A.C., Murphy, J., Elliott, S.N., & Cravens, X. (2007, March).  Assessing learning-centered leadership: Connections to research, professional standards, and current practice. New York, N.Y.: Wallace Foundation.

Murphy, J., Elliott, S.N., Goldring, E.B., & Porter, A.C. (2006). Learning-centered leadership: A conceptual foundation. New York, NY: Wallace Foundation.  www.wallacefoundation.org/ELAN/TR/KnowledgeCategories/DevelopingLeaders/PerfMeasurement/PerfMeasurementResource.ConceptualFoundation.htm

Porter, A.C., Goldring, E.B., Murphy, J., Elliott, S.N., & Cravens, X. (2006). A framework for the assessment of learning-centered leadership. New York, NY: Wallace Foundation. www.wallacefoundation.org/ELAN/TR/KnowledgeCategories/DevelopingLeaders/PerfMeasurement/PerfMeasurementResource.ConceptualFoundation.htm

Porter, A.C. (2005, August).  Increasing Teacher Effectiveness.  Paper written for the Aspen Institute; Aspen Seminar:  Congressional Education Staff Program.

Porter, A. C.  (2004, November).  Twelfth grade NAEP as an indicator of college readiness:  Validity issues and methodological options.  Paper written for the National Assessment Governing Board.

Porter, A. C.  (2002, September).  Policy and student learning:  What textbooks, assessment, and professional development can contribute.  Report written for the American Association for the Advancement of Science, Project 2061.

Porter, A., & Smithson, J.  (2001).  Defining, developing, and using curriculum indicators.  Research Report Series RR-048.  Philadelphia, PA:  Consortium for Policy Research in Education, University of Pennsylvania.

Blank, R. K., Porter, A., & Smithson, J.  (2001, July).  New tools for analyzing teaching, curriculum and standards in mathematics and science.  Results from Survey of Enacted Curriculum Project. (Final Report to the National Science Foundation on Contract No. REC98-03080).  Washington, DC:  Council of Chief State School Officers.

Porter, A.  (2000, December).  Final report on the National Institute for Science Education.  Report to the National Science Foundation Engineering and Human Resources Directorate, on Cooperative Agreement No. RED-9452971.

Porter, A.  (2000, June).  Education choice in the Kansas City, Missouri, Public Schools:  An update on the Hall Family Foundation’s grant-making strategies in K-12 education.  Report to the Hall Family Foundation.

Britton, E., Raizen, S., Kaser, J., & Porter, A.  (2000).  Beyond description of the problems:  Directions for research on diversity and equity issues in K-12 mathematics and science education. Washington, DC:  National Center for Improving Science Education.

Porter, A. C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. F.  (2000, October).  Does professional development change teaching practice?  Results from a three-year study.  (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.

Youngs, P., Odden, A., & Porter, A. C.  (2000).  State leadership in teacher licensure.  A paper prepared for the Consortium for Policy Research in Education.  Madison:  Wisconsin Center for Education Research, University of Wisconsin-Madison.

Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (with K. S. Yoon).  (1999, October).  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.

Porter, A. C.  (1998, October).  Curriculum reform and measuring what is taught:  Measuring the quality of education processes.  Paper presented at the annual meeting of the Association for Public Policy Analysis and Management, New York City.

Porter, A. C., & Smithson, J. L.  (1995, November; 2nd edition 1997, April).  Enacted curriculum survey items catalogue:  Middle school and high school mathematics and science.  Madison:  Wisconsin Center for Education Research, University of Wisconsin-Madison.

Porter, A.  (1997, January).  Defining principles and indicators of school quality:  A discussion paper.  Paper prepared for a meeting of the Executive Committee of the National Study of School Evaluation, Board of Directors, Marco Island, Florida.

Porter, A. C.  (1996).  Elementary and secondary education :  A review of the Hall Family Foundation’s grant-making strategies.  Paper prepared for the Hall Family Foundation, Kansas City, Missouri.

Porter, A. C.  (1995, October).  Measuring the quality of education processes.  Paper prepared for the Asian-Pacific Economic Cooperation (APEC) Education Forum Project on Performance Measurement Systems, Washington, DC.

Porter, A. C., & Osthoff, E. J.  (1993).  External strategies for stimulating and supporting school restructuring.  Madison:  University of Wisconsin-Madison, Center on Organization and Restructuring of Schools, OERI deliverable.

Porter, A. C.  (1993).  State and district leadership for implementation of Project 2001.  Paper prepared for the American Association for the Advancement of Science as a Project 2061 Policy Blueprint.

Porter, A. C., Kirst, M. W., Osthoff, E. J., Smithson, J. S., & Schneider, S. A.  (1993).  Reform Up Close:  An analysis of high school mathematics and science classrooms.  (Final Report to the National Science Foundation on Grant No. SPA-8953446 to the Consortium for Policy Research in Education.)  Madison:  University of Wisconsin-Madison, Wisconsin Center for Education Research.

Porter, A. C., & Silver, E.  (1992).  NCTM Research Catalyst Conference :  Policy related issues.  National Council of Teachers of Mathematics.

Archbald, D., & Porter, A. C.  (1991).  The role of assessment in education reform.  Paper prepared for the Office of Technology Assessment.

Institute for Research on Teaching.  (1986).  Progress report for the period April 1-September 30, 1986 (Final Report).  East Lansing:  Michigan State University, Institute for Research on Teaching.

Nickerson, J., & Porter, A. C.  (1983, March).  New paths toward research leadership for minorities and women (Final Report for Contract No. NIE-6-79-0052).  East Lansing:  Michigan State University, Institute for Research on Teaching (66 pages).

Porter, A. C.  (1983).  Case study of state policies and practices in Ohio that bear on elementary school mathematics instruction.  Unpublished manuscript (60 pages).

Porter, A. C.  (1983, May).  Comments on “A Nation at Risk.”  Paper presented at the Conference on the Recommendations of the National Commission on Excellence in Education, U.S. Department of Education and Michigan State University, East Lansing, MI.

Porter, A. C.  (1983, December).  The role of testing in effective schools.  Invited paper at the National Forum on Excellence in Education, Indianapolis, IN.

Porter, A. C.  (1982).  On making schools effective.  Invited paper presented at the annual meeting of the American Educational Research Association, New York, March.

Porter, A. C., & Kuhs, T.  (1982).  A district management by objectives system :  Its message and its effects.  Paper presented at the annual meeting of the American Educational Research Association, New York, March.

Blumberg, C., & Porter, A. C.  (1981).  Models of continuous growth and their implications for the analysis of nonequivalent control group designs.  Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, April.

Floden, R. E., & Porter, A. C.  (1981, November).  Some methodological considerations for investigating relationships among teacher behavior, engaged learning time, and student achievement in follow through projects.  Paper prepared for the National Institute of Education.

Rudman, H., Mehrens, W., Wanous, D., Porter, A. C., & Clark, C.  (1981, November).  Integrating assessment with instruction, 1978-1981:  Final report, Parts I and II.  Washington, DC:  National Institute of Education.

Freeman, D. J., Kuhs, T. M., Porter, A. C., Knappen, L. B., Floden, R. E., Schmidt, W. H., & Schwille, J. R.  (1980).  The fourth grade mathematics curriculum as inferred from textbooks and tests.  Research Series No. 82, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Rudman, H., Kelly, J., Wanous, D., Mehrens, W., Clark, C., & Porter, A.  (1980).  Integrating assessment with instruction:  A review (1922-1980).  Research Series No. 75, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Schwille, J., Porter, A., & Gant, M.  (1980).  Factors influencing teachers’ decisions of what to teach :  Sociological perspectives.  Research Series No. 62, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Stallings, J., & Porter, A. C.  (1980, April).  National day care home study:  Observation study (Final report for Contract No. HEW-105-77-1052).  Menlo Park, CA:  SRI International.

Kuhs, T., Schmidt, W., Porter, A., Floden, R., Freeman, D., & Schwille, J.  (1979, April).  A taxonomy for classifying elementary school mathematics content.  Research Series No. 4, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Olejnik, S., & Porter, A. C.  (1979).  A longitudinal solution to the problem of differential linear growth patterns in quasi-experiments.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C.  (1979).  Remarks on some quantitative/qualitative distinctions in educational research.  Paper presented at the meeting of the Invisible College of the Institute for Research on Teaching, Michigan State University, East Lansing, MI.

Porter, A. C., Schwille, J. R., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H.  (1979).  Teacher autonomy and the control of content taught.  Research Series No. 24, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Olejnik, S. F., & Porter, A. C.  (1978).  Estimating treatment effects and precision for quasi-experiments assuming differential group and individual growth patterns.  Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.

Porter, A. C.  (1978).  Precision for simple linear models.  Invited paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.

Porter, A. C.  (1978, April).  Relationship between testing and curriculum.  Occasional Paper No. 9, East Lansing, MI:  Michigan State University, Institute for Research on Teaching.

Stallings, J., Wilcox, M., Gillis, G., Carew, J., & Porter, A.  (1978, May).  National day care home study Phase II, Pilot Study Report (Contract No. HEW-105-77-1052).  Menlo Park, CA:  SRI International.

Glendening, L., K., & Porter, A. C.  (1977).  The aptitude-achievement distinction in test bias.  In A. C. Porter & L. K. Glendening (Eds.), Bias in achievement results:  Should we worry? (unpublished book-length manuscript)

Porter, A. C.  (1977, March).  Some comments on the summative evaluation of compensatory education programs.  Proceedings of the Fourth Annual Conference and Exhibition on Measurement and Evaluation, Los Angeles County Board of Education, Los Angeles, 101-109.

Wilcox, M., Alford, S., Carew, J., Gillis, G., Porter, A., & Stallings, J.  (1977, June).  National day care home study Phase I, Pilot Study Report (Contract No. HEW-105-77-1052).  Prepared for the Day Care Services Division, Office of Child Development, U.S. Department of Health, Education, and Welfare.  Menlo Park, CA:  SRI International.

Glendening, L., & Porter, A. C.  (1976, October).  The effects of correlated units of analysis:  Violating the assumption of independence.  Paper presented at the annual meeting of the American Educational Research Association, and at the Conference on Methodology for Aggregating Data in Educational Research, Stanford.

Schwille, J., & Porter, A.  (1976).  The use of fieldwork in educational evaluation :  From the perspective of two nonanthropologists.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C., & McDaniels, G. L.  (1974).  A reassessment of the problems in estimating school effects.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C., & McSweeney, M. T.  (1974).  Comparison of three common experimental designs to improve statistical power when data violate parametric assumptions.  Paper presented at the annual meeting of the American Educational Research Association.

Pravalpruk, K., & Porter, A. C.  (1974).  The effects of multiple fallible covariables in analysis of covariance and two correction methods.  Paper presented at the annual meeting of the American Educational Research Association.

Thrash, S., & Porter, A. C.  (1974).  Invalidity of a current method for estimating reliability.  Paper presented at the meeting of the National Council on Measurement in Education.

Porter, A. C.  (1973).  Analysis strategies for some common evaluation paradigms.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C.  (1973, November).  An evaluation of the TABA and BASICS teaching strategies in the Lansing Public Schools, 1972-73.  Final Report, Account 14104, Michigan Department of Education.

McSweeney, M. T., & Porter, A. C.  (1971).  Small sample properties of nonparametric index of response and rank analysis of covariance.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C.  (1971).  How errors of measurement affect ANOVA, regression analyses, ANCOVA, and factor analyses.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C., & McSweeney, M. T.  (1971).  Comparison of rank analysis of covariance and non-parametric randomized blocks analysis.  Paper presented at the annual meeting of the American Educational Research Association.

Draper, J. F., & Porter, A. C.  (1970).  A test for a neglected source of variation:  The individual difference by repeated measures of interaction.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C., & McSweeney, M. T.  (1970).  Randomized blocks design and nonparametric statistics.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C.  (1969).  Comments on some current strategies to evaluate the effectiveness of compensatory education programs.  Paper presented at the annual meeting of the American Psychological Association.

Porter, A. C.  (1968).  A study of the doctoral general professional education comprehension examination from the fall term of 1965 through the summer term of 1968.  Occasional Paper No. 3, East Lansing, MI:  Michigan State University, Office of Research Consultation.

Porter, A. C.  (1968).  The effects of using fallible variables in the analysis of covariance.  Paper presented at the annual meeting of the American Educational Research Association (based on doctoral dissertation).

Porter, A. C., & Pingel, L. A.  (1968).  Main effects which are not directly testable in ANOVA.  Paper presented at the annual meeting of the American Educational Research Association.

Porter, A. C.  (1967, May).  A chi-square approach to discrimination among occupations, using an interest inventory.  Technical Report No. 24, Madison:  University of Wisconsin, Wisconsin Research and Development Center for Cognitive Learning (based on Master’s thesis and also presented at the 1966 annual meeting of the American Educational Research Association).