Achieve & Lead States (2013). Next Generation Science Standards: By States, For States. Washington, D.C.: National Academies Press. http://www.nextgenscience.org/next-generation-science-standards

Center on Education Policy (2012) State High School Exit Exams:  A Policy in Transition. George Washington University, Washington, DC. http://www.cep-dc.org/displayDocument.cfm?DocumentID=408​

CCSSO’s (2014) Criteria for Procuring and Evaluating High-Quality Assessments http://www.ccsso.org/Documents/2014/CCSSO%20Criteria%20for%20High%20Quality%20Assessments%2003242014.pdf

CCSSO/ATP (2013) Operational Best Practices for Statewide Large-Scale Assessment Programs. http://www.ccsso.org/Resources/Publications/Operational_Best_Practices_for_Statewide_Large-Scale_Assessment_Programs.html

Darling-Hammond, L., Herman, J., Pellegrino, J., Abedi, J., Baker, E., Bennett, R. et al. (2013). Criteria for high-quality assessment. Stanford, CA: Stanford Center for Opportunity Policy in Education.

Doorey, N. & Polikoff, M. (2016) Evaluating the Content and Quality of Next Generation Assessments. Washington, DC: Fordham Institute. http://edexcellence.net/publications/evaluating-the-content-and-quality-of-next-generation-assessments

National Governors Association Center for Best Practices and Council for Chief State School Officers. (2010). Common Core State Standards. Washington, DC: National Governors Association Center for Best Practices and Council of Chief State School Officers. http://www.corestandards.org/

National Research Council (2012). Framework for K–12 Science Education. Washington, DC: National Academy Press.  http://www.nap.edu/openbook.php?record_id=13165

National Research Council (2013). Monitoring Progress toward Successful K–12 STEM Education: A Nation Advancing? Washington, DC: National Academy Press.

National Research Council. (2013). Developing Assessments for the Next Generation Science Standards James W. Pellegrino, Mark R. Wilson, Judith A. Koenig, and Alexandra S. Beatty, Editors; Committee on Developing Assessments of Science Proficiency in K–12. Board on Testing and Assessment. Washington, DC: The National Academies Press.

NORC (2015) Study Design Paper: Developing a System for Tracking State Assessment Policies in Science and Mathematics Education Instrument Design and Pilot Study Plans, Bethesda, MD.  March.

Polikoff, Porter, and Smithson (2011) How well aligned are state assessments of   student achievement with state content standards? American Educational Research Journal, 48(4), 965–995.

Porter, A. (2002) Measuring Content of Instruction: Uses in Research and Practice. AERA Presidential Address, Educational Researcher, October 2002.

Resnick, L.B., Rothman, R., Slattery, J.B., & Vranek, J.L. (2003). Benchmark and alignment of standards and testing. Educational Assessment, 9, 1–27.

Schmidt, W. H., McKnight, C. C., Houang, R. T., Wang, H. C., Wiley, D. E., Cogan, L. S., et al. (2001). Why schools matter: A cross-national comparison of curriculum and learning. San Francisco: Jossey-Bass.

Webb, N. L. (2002). Alignment study of language arts, mathematics, science, and social studies of state standards and assessments in four states. Washington, DC: Council of Chief State School Officers.

U.S. Dept. of Education’s Peer Review Guidance (issued 9/25/15) http://www2.ed.gov/policy/elsec/guid/assessguid15.pdf

Yuan, K. & Le, V. (2012). Estimating the percentage of students who were tested on cognitively demanding items through the state achievement tests. Santa Monica, CA: RAND Corporation.