@article{fusarelli_saultz_mceachin_2016, title={Trends in home schooling in North Carolina and Ohio}, journal={Homeschooling in New View, second edition}, author={Fusarelli, L. D. and Saultz, A. and McEachin, A.}, year={2016}, pages={83–93} }
 @article{domina_mceachin_penner_penner_2015, title={Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All Effort}, volume={37}, ISSN={["1935-1062"]}, DOI={10.3102/0162373714543685}, abstractNote={ The United States is in the midst of an effort to intensify middle school mathematics curricula by enrolling more 8th graders in Algebra. California is at the forefront of this effort, and in 2008, the state moved to make Algebra the accountability benchmark test for 8th-grade mathematics. This article takes advantage of this unevenly implemented policy to understand the effects of curricular intensification in middle school mathematics. Using district-level panel data from all California K–12 public school districts, we estimate the effects of increasing 8th-grade Algebra enrollment rates on a 10th-grade mathematics achievement measure. We find that enrolling more students in advanced courses has negative average effects on students’ achievement, driven by negative effects in large districts. }, number={3}, journal={EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, author={Domina, Thurston and McEachin, Andrew and Penner, Andrew and Penner, Emily}, year={2015}, month={Sep}, pages={275–295} }
 @article{strunk_mceachin_2014, title={More Than Sanctions: Closing Achievement Gaps Through California's Use of Intensive Technical Assistance}, volume={36}, ISSN={["1935-1062"]}, DOI={10.3102/0162373713510967}, abstractNote={ One of the enduring problems in education is the persistence of achievement gaps between White, wealthy, native English-speaking students and their counterparts who are minority, lower-income, or English language learners. This study shows that one intensive technical assistance (TA) intervention—California’s District Assistance and Intervention Teams (DAITs)—implemented in conjunction with a high-stakes accountability policy improves the math and English performance of traditionally underserved students. Using a 6-year panel of student-level data from California, we find that the DAIT intervention significantly reduces achievement gaps between Black, Hispanic, and poor students and their White and wealthier peers. These results indicate that capacity-building TA helps to close achievement gaps in California’s lowest performing districts. }, number={3}, journal={EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, author={Strunk, Katharine O. and McEachin, Andrew}, year={2014}, month={Sep}, pages={281–306} }
 @article{polikoff_mceachin_wrabel_duque_2014, title={The Waive of the Future? School Accountability in the Waiver Era}, volume={43}, ISSN={["1935-102X"]}, DOI={10.3102/0013189x13517137}, abstractNote={ Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the measurement literature, we describe and critique the approved waiver accountability plans, comparing them to the NCLB accountability rules. We find a mixed bag—some states have made large improvements and others have not. Overall we conclude that states missed opportunities to design more effective school accountability systems that might minimize negative unintended consequences of these policies. The article concludes with suggestions for state and federal policy in light of the available literature. }, number={1}, journal={EDUCATIONAL RESEARCHER}, author={Polikoff, Morgan S. and McEachin, Andrew J. and Wrabel, Stephani L. and Duque, Matthew}, year={2014}, pages={45–54} }
 @article{lankford_loeb_mceachin_miller_wyckoff_2014, title={Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving}, volume={43}, ISSN={["1935-102X"]}, DOI={10.3102/0013189x14563600}, abstractNote={ The relatively low status of teaching as a profession is often given as a factor contributing to the difficulty of recruiting teachers, the middling performance of American students on international assessments, and the well-documented decline in the relative academic ability of teachers through the 1990s. Since the turn of the 21st century, however, a number of federal, state, and local teacher accountability policies have been implemented toward improving teacher quality over the objections of some who argue the policies will decrease quality. In this article, we analyze 25 years of data on the academic ability of teachers in New York State and document that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high- and low-poverty schools and between White and minority teachers. We interpret these gains as evidence that the status of teaching is improving. }, number={9}, journal={EDUCATIONAL RESEARCHER}, author={Lankford, Hamilton and Loeb, Susanna and McEachin, Andrew and Miller, Luke C. and Wyckoff, James}, year={2014}, month={Dec}, pages={444–453} }