| An Analysis of Colorado's School Voucher Proposals | | |
| An Examination of Colorado's Tuition Tax Credit Proposal | | |
| An Introduction to Multidimensional Measurement using Rasch Models | | |
| Assessing Arizona's Dropout Problem: Why Current Measurement Methods are Flawed, and How to Fix Them | | |
| Breaking the Code: Colorado's Defeat of the Anti-Bilingual Education Initiative (Amendment 31) | | |
| Class-Size Reduction: A Fresh Look at the Data | | |
| Connecting with Latino Children: Bridging Gaps with Children's Literature | | |
| Critical Evidence: A Test of the Critical Period Hypothesis for Second Language Acquisition | | |
| Education Tax Credits: No Net Benefit to Arizona's Impoverished Students | | |
| Excellence Fails to Impress Feds | | |
| High stakes testing, Latinos and limited English proficient students: Lessons from Colorado | | |
| High-Stakes AIMS is a Brutal Test That Hurts the Students | | |
| Important Publications in the Field of LD in Light of Imminent Topics | | |
| Lies My Teacher Still Tells | | |
| Low Pay + Big Classes = Teacher Crisis | | |
| No Student Left Unsold | | |
| Parents, Are You Aware of the Commercialism Activity in Your School? You Should Be. | | |
| Penalizing Diverse Schools? | | |
| Profiles of For-Profit Education Management Organizations: 2002-2003 | | |
| Recruiting, Preparing and Retaining High Quality Teachers: An Empirical Synthesis | | |
| Research Worth Knowing | | |
| SAGE Advice: Research on Teaching in Reduced-Size Classes | | |
| School Commercialism, Student Health, and the Pressure to Do More With Less | | |
| Sold Out: Corporate Marketing in America's Schools | | |
| Sugar Beets, Segregation and Schools: Mexican Americans in a Northern Colorado Community, 1920-1960 | | |
| Teaching Practices for Smaller Classes | | |
| Testimony on AZ's Desegregation Funding Mechanism Prepared for Presentation to the Sunset Review Comm. of the AZ Legislature | | |
| The "No Child Left Behind Act" and Teaching Reading | | |
| The Commercial Assault on Children and the School Environment | | |
| When Should Bilingual Students Be in Special Education? | | |