Alvarez, D. and H. Mehan. 2004. Providing educational opportunities for underrepresented students. In Teaching all the children, edited by . New York: Guilford Publications.
American Educational Research Association. 2000. AERA position on high stakes testing. http://www.aera.net/about/policy/stakes.htm.
American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education. 1999. Standards for educational and psychological testing. Washington, D.C.: AERA.
American Evaluation Association. 2002. American Evaluation Association position statement on high stakes testing in preK-12 education. http://www.eval.org/hst3.htm.
2002. High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives 10. http://epaa.asu.edu/epaa/v10n18/. and .
1982. Education and power. Boston: Routledge and Kegan Paul.
1983. Ideology and practice in education: A political and conceptual introduction. Philadelphia: Temple University Press. and .
Azmitia, M. and C. Cooper. 2002. Navigating and negotiating home, school and peer linkages in adolescents. Final Report: Project 3.3. www.crede.ucsc.edu/research/ sfc/3.3_final.html.
1995. Democratic Schools. Alexandria, V.A.: ASCD. and .
1995. Schooling for democracy. New York: ASCD. and .
1975. Human capital: A theoretical and empirical analysis, with specific reference to education, 2nd ed. New York: Columbia University Press.
2000. Equal resources, equal outcomes? The distribution of school resources and student achievement in California. San Francisco: Public Policy Institute of California., , and .
Bourdieu, P. 1985. The forms of capital. In Handbook of theory and research for the sociology of education, edited by , 241–58. New York: Greenwood.
1977. Reproduction in education, society and culture. London: Sage Publications. and .
1992. An invitation to a reflexive sociology. Chicago: University of Chicago Press. and .
1976. Schooling in capitalist America. New York: Basic Books. and .
Brown v. Board of Education of Topeka Kansas 347 U.S. 483 (1954).
1998. Power, knowledge, pedagogy: The meaning of democratic education in unsettling times. Boulder: Westview Press. and , eds.
1974. Education as cultural imperialism. New York: David McKay.
2002. Does external accountability affect student outcomes? A cross-state analysis. Educational Evaluation and Policy Analysis 24: 305–31. and .
2005. Keeping it real: School success beyond black and white. New York: Oxford University Press.
1988. Classroom discourse. Portsmouth, N.H.: Heineman.
1985. Universal development, stratifying practices and status attainment. Social Stratification and Mobility 4, 3–27. and .
1996. Cultural psychology. Cambridge: Harvard Belknap.
1985. Preparation for power: America's elite boarding schools. New York: Basic Books. and .
Census. 2002. Supplemental survey. Washington, D.C.: US Census Bureau.
1966. Equality of educational opportunity. Washington, D.C.: U. S. Office of Education., E. Q. Campbell, C. J. Hobson, C. McPartland, A. M. Mood, F. D. Weinfeld, and R. L. York.
1945. Some principles of stratification. American Sociological Review 10: 242–49. and .
1990. Literacy for empowerment: The role of parents in their children's education. London: Falmer.
1991. Involving parents in the schools: A process of empowerment. American Journal of Education 100: 20–45.
1994. Empowerment in Carpinteria: A five-year study of family, school and community. Baltimore: Center for the Research on Effective Schooling for Disadvantaged Students.
1995. Other people's children: Cultural conflict in the classroom. New York: W. W. Norton.
1916. Democracy and education. New York: Macmillan.
1968. On what is learned in school. Reading, Mass.: Addison-Wesley.
Digest of Educational Statistics. 2001. Berkeley: National Center for Educational Statistics. Table 143.
Education Trust. 2003a. Latino achievement in America. Washington, D.C. edtrust.org.
Education Trust. 2003b. African American achievement in America. Washington, D.C. edtrust.org.
1992. School and family partnerships. In Encyclopedia of Educational Research 1139–51. New York: MacMillan.
2001. School, family and community partnerships: Preparing educators and improving schools. Boulder: Westview Press.
2004. Talk and social theory. London: Polity Press.
Erickson, F. E. and G. Mohatt. 1982. Participant structures in two communities. In Doing the ethnography of schooling, edited by , 132–75. New York: Holt, Rinehart and Winston.
1991. Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.
1990. Learning capitalist culture: Deep in the heart of Tejas. Philadelphia: University of Pennsylvania Press.
1997. Complicating the immigrant/involuntary minority typology. Anthropology and Education Quarterly 28: 431–54.
1994. Between borders: pedagogy and the politics of cultural studies. New York/London: Routledge. and , eds.
1988. Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.
2004. Theorizing practices: Funds of knowledge in households and classrooms. Cresskill, N.J.: Hampton., , and , eds.
2002. The unending search for equity: California policy, the “new” school finance, and the Williams case. http://www.decentschools.org. and .
2006. Studying cultural practices in urban learning communities. Human Development 45: 312–21.
1999. Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture and Activity 6: 286–303., , and .
1995. Script, counterscript and underlife in the classroom: James Brown vs. Brown v. Board of Education. Harvard Educational Review 65: 445–71., , and .
2000. The myth of the Texas miracle in education. Education Policy Analysis Archives 8. http://epaa.asu.edu/epaa/v8n4.
Hanushek, E. A. and M. E. Raymond. June 2004. Does school accountability lead to improved student performance? NBER Working Paper No. 10591. Cambridge, Mass.: National Bureau of Economic Research.
2002. Minorities in higher education. Washington, D.C.: American Council on Education.
1983. Ways with words. New York: Cambridge University Press.
1990. Educated in romance. Albany: SUNY Press. and .
2006. Beyond acting white: Reframing the debate on black student achievement. Lanham, Md: Rowman and Littlefield. and .
Jacob, B. A. and S. D. Levitt. 2003. Rotten apples: An investigation of the prevalence and predictors of teacher cheating. NBER Working Paper No. w9413. Cambridge, Mass: National Bureau of Economic Research.
1972. Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books., M. Smith, H. Acland, M. J. Bane, D. Cohen, H. Ginits, B. Heyns, and S. Michelson.
1978. Who gets ahead? The determinants of economic success in America. New York: Basic Books., S. Bartlett, M. Corcoran, J. Crouse, D. Eaglesfield, G. Jackson, R. McClelland, M. Olneck, J. Swartz, S. Ward, and J. Williams.
1998. The Black-white test score gap. Washington, D.C.: Brookings Institution. and , eds.
2002. All talk no action: Putting an end to out of field teaching. Washington, D.C.: The Education Trust.
1977. Power and ideology in education. New York: Oxford University Press. and , eds.
2002. Education Inc: Turning learning into a business. Portsmouth, N.H.: Heinemann.
2003. Unequal childhoods: Class, race and family life. Berkeley: UC Press.
1989. Home advantage: Social class and parental intervention in elementary education. London: Falmer Press.
1999. Moments of inclusions, class, cultural capital in family-school relationships. Sociology of Education 72: 37–53. and .
1996. The problem of individualism in family-school policies. Sociology of Education 69: 24–39. and .
1995. A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly 50: 608–30.
Lee, C. D. 2000. Signifying in the zone of proximal development. In Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry, edited by and , 191–225. New York: Cambridge University Press.
2001. Is October Brown Chinese: A cultural modeling activity system for underachieving students. American Educational Research Journal 38: 97–142.
1996. The cultural production of the educated person: Critical ethnographies of schooling and local practice. Albany, N.Y.: State University of New York Press., , and , eds.
2000. Assessments and accountability. Educational Researcher 29: 4–16.
1987. Ain't no makin' it: Lowered aspirations in a low-income neighborhood. Boulder: Westview Press..
1995. Ain't no makin' it: Aspirations and attainment in a low-income neighborhood. Boulder: Westview Press.
1867 ). Capital. London: Penguin. (
McClure, L., J. L. Morales, R. Jacob-Almeida, and C. Richter. 2006. The Preuss School at UCSD: Student characteristics and academic achievement, class of 2005. http://create.ucsd.edu/Research_Evaluaton/.
1997. Choosing colleges. How social class and schools structure opportunity. Albany: State University of New York Press.
1997. Revolutionary multiculturalism: Pedagogies of dissent for the new millenium. Boulder: Westview Press.
1998. Contradictions of reform. New York: Routledge.
1979. Learning lessons. Cambridge: Harvard University Press.
1992. Understanding inequality: The contribution of ethnographic studies. The Sociology of Education 65: 1–20.
1996. Constructing school success: The consequences of untracking low achieving students. Cambridge: Cambridge University Press., L. Hubbard, I. Villanueva, and A. Lintz.
1999. The achievement gap in the San Diego City Schools. La Jolla: The San Diego Dialogue. and .
1995. The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
Moll, L. C. and N. Gonzalez. 2004. Engaging life: A funds of knowledge approach to multicultural education. In Handbook of research on multicultural education, 2nd ed., edited by and . San Francisco: Jossey Bass.
1992. Funds of knowledge for teaching: Using a qualitative approach. Theory into Practice 31: 132–41., C. Amanti, D. Neff, and N. Gonzalez.
National Academy of Sciences. 1999. High stakes: Testing for tracking, promotion and graduation. Washington, D.C.: NAS.
No Child Left Behind Act of 2001, 107th Cong., 1st sess., H.R.1.EH.
1985 . Keeping track, 2nd ed. New Haven: Yale University Press.
2002. Education inadequacy, inequality, and failed state policy: A synthesis of expert reports prepared forWilliams v. State of California. http://www. decentschools.org.
2003. Critical conditions for equity and diversity in college access. Los Angeles, Calif.: UC ACCORD.
1974. The next generation: An ethnography of education in an urban neighborhood. New York: Academic Press.
1987. Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly 18: 312–34.
Ogbu, J. U. 1991. Immigrant and involuntary minorities in comparative perspective. In Minority status and schooling, edited by and . New York: Garland.
1984. Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction 1: 117–75. and .
1959. The school classroom as a social system. Harvard Educational Review 29: 297–318.
Pedulla, J., S. L. Abrams, G. Madaus, M. Russell, M. Ramos, and J. Miao. 2004. Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Chestnut Hill: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College.
1982. The invisible culture: Communication in classroom and community on the Warm Springs reservation. New York: Longman.
1996. Lessons from privilege: The American prep school tradition. Cambridge: Harvard University Press.
2004. High-stakes accountability and equity: Using evidence from California's public schools accountability act to address the issues inWilliams v. State of California. American Educational Research Journal 41: 763–96.
1995. The concept ofeducación: Latino family values and American schooling. International Journal of Educational Research 23: 57–81., S. Balzano, R. Gallimore, and C. Goldenberg.
1992. Appropriating scientific discourse: Findings from language minority classrooms (Working Paper No. 1). Cambridge: Technical Educational Research Center., , and .
Rosenbaum, M. D. et al. 2000a. Complaint for injunctive and declaratory relief. Papers filed with the Superior Court of the State of California. http://www.aclu-sc.org/attachments/w/Williams_vs_California_Complaint_1.pdf.
Rosenbaum, M. D. et al. 2000b. First amended complaint. Papers filed with the Superior Court of the State of California. http://www.decentschools.org.
Rosenbaum, M. D. et al. 2002. Plaintiffs' liability disclosure statement. Papers filed with the Superior Court of the State of California. http://www.decentschools.org.
1982. Where's the floor?The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 4: 2–9., , and .
1984. Horace's compromise: The dilemma of the American high school. New York: Houghton Mifflin.
1992. Horace's school: Redesigning the American high school. New York: Houghton Mifflin.
2004. The red pencil. New Haven: Yale University Press.
2000. Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
Stanton-Salazar, R., O. Vásquez, and H. Mehan. 2000. Engineering success through institutional support. In Academic achievement of minority students: Perspectives, practices and prescriptions, edited by . Lanham, Md.: University Press of America.
1988. Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press., and .
1998. Standards for our schools. San Francisco: Jossey-Bass. and .
1960. Sponsored and contest mobility and the school system. American Sociological Review 25: 855–67.
1996. Con Respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.
1999. Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
1998. Successful failure: The schools America builds. Boulder: Westview Press. and .
2004. La Cláse Magica: Imagining optimal possibilities in a bilingual community of learners. Tanwah, N.J.: Laurence Erlbaum.
Vásquez, O. A., R. Stanton-Salazar, and H. Mehan. 2000. Engineering success through institutional support. In The Academic achievement of minority students, edited by . Lanham, N.Y.: University Press of America.
1987. Explaining school failure, producing school success: Two cases. Anthropology and Education Quarterly 18: 276–88., , and .
2004. Implications of a comprehensive school reform model for secondary schools students under represented in higher education. JESPAR 9: 241–59., , and .
1990. Working class without work. London: Routledge and Kegan Paul.
Wilcox, K. 1982. Differential socialization in the classroom: Implications for equal opportunity. In Doing the ethnography of schooling, edited by , 268–309. New York: Holt, Rinehart and Winston.
1979. Learning to labor. New York: Columbia Teachers College Press.