@book{faulkner_marshall_stiff_2019, place={Lanham, Maryland}, title={The stories we tell : math, race, bias, and opportunity}, publisher={Rowman & Littlefield}, author={Faulkner, Valerie N. and Marshall, Patricia L. and Stiff, Lee V.}, year={2019} }
 @article{faulkner_marshall_stiff_crossland_2017, title={Less is more: The limitations of judgment}, volume={98}, ISSN={["1940-6487"]}, DOI={10.1177/0031721717702633}, abstractNote={ Teacher perceptions of student abilities can affect crucial placement decisions that, in turn, affect student opportunities to learn. The author’s research shows that this is particularly the case with black students who have earned high scores on math assessments but who, on the basis of teacher judgment, have not been recommended for placement in algebra in 8th grade. The author suggests a “less-is-more” approach — that is, remove teacher judgment from placement decisions and use universally available academic achievement performance data. This will increase the true identification of high-performing students, thereby increasing the opportunity to learn among students of different demographic backgrounds and reducing achievement gaps. }, number={7}, journal={PHI DELTA KAPPAN}, author={Faulkner, Valerie and Marshall, Patricia L. and Stiff, Lee V. and Crossland, Cathy L.}, year={2017}, month={Apr}, pages={55–60} }
 @article{faulkner_stiff_marshall_nietfeld_crossland_2014, title={Race and teacher evaluations as predictors of algebra placement}, volume={45}, DOI={10.5951/jresematheduc.45.3.0288}, abstractNote={This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.}, number={3}, journal={Journal for Research in Mathematics Education}, author={Faulkner, V. N. and Stiff, L. V. and Marshall, P. L. and Nietfeld, J. and Crossland, C. L.}, year={2014}, pages={288–311} }
 @article{faulkner_crossland_stiff_2013, title={Predicting eighth-grade algebra placement for students with individualized education programs}, volume={79}, number={3}, journal={Exceptional Children}, author={Faulkner, V. N. and Crossland, C. L. and Stiff, L. V.}, year={2013}, pages={329–345} }
 @article{faulkner_2013, title={Why the Common Core changes math instruction}, volume={95}, ISSN={["1940-6487"]}, DOI={10.1177/003172171309500213}, abstractNote={ It's not the New Math exactly, but the Common Core calls for sharp changes in how math is taught and ultimately conceived in the earlier grades. }, number={2}, journal={PHI DELTA KAPPAN}, author={Faulkner, Valerie N.}, year={2013}, month={Oct}, pages={59–63} }