Apple, M. (1979). Ideology and the curriculum.LondonRoutledge.

Bracey, G. W. (1996). The condition of public education. In C. W. Funkhouser (Ed.), Education in Texas: Policies, practices and perspective (pp. 225-240).
Upper Saddle River, NJ: Merrill.

Clark, B. R. (1980). The "cooling out function" revisited". New Directions for Community Colleges, 8, 15-31.

Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. New York: Bergin and Garvey.

Delpit, L. D. (1988). The silenced dialogue. Power and pedagogy in educating other people’s children. Harvard Educational Review, 58, 280-298.

D'Sousza, D. (1991). Illiberal education: The politics of race and sex on campus. New York: The Free Press.

Kluegel, J. R. & Smith, E. R. (1986). Beliefs in inequality: Americans’ views of what is and what ought to be. New York: Aldyne de Gruyter.

Lashway, L. (2001). Incentives for accountability. ED457598.

Lerner M. J. & Miller, D. T. (1978). Just world research and the attribution process: Looking back and ahead. Psychological Bulletin, 85, 1030-1051.

McNeil, L. & Valenzuela, A. (2000). The harmful impact of the TAAS system of testing in Texas: Beneath the accountability rhetoric. ED443872.

Romo, H. D. & Falbo, T. (1996). Latino high school graduation: Defying the odds. Austin, TX: University of Texas Press.

Shalom, S. R. (1999). Dubious data: The Thernstroms on affrimative action in higher education. Journal of Blacks in Higher Education, 25, 106-108.

Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin networks of U.S.-Mexican youth. New York: Teachers College Press.

Taylor, S. E. (1981). The interface of cognitive and social psychology. In J. H. Harvey (Ed.), Cognition, social behavior, and the environment (pp.). Hillsdale,
N.J.: Lawrence Erlbaum.

Thernstrom, S. & Thernstrom, A. (1997). America in Black and White: One nation, indivisible. New York: Simon and Schuster.

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: SUNY Press.

Other references for further reading:

Manipulation of public attitudes toward schooling:
Berliner, D. C. (1995). The manufactured crisis: Myths, fraud, and the attack on America's public schools. Reading, MA: Addison-Wesley.

Explanations for dropping out and intersections of differential outcomes of schooling and race:
Fine, M. (1991). Framing dropouts: Notes on a public urban high school. New York: Routledge.
Sefa-Dei., G. J., Mazzuca, J. McIsaac, & Zine, J. (1997). Reconstructing drop-out: A critical ethnography of the dynamics of Black students’ disengagement
from school. Toronto: University of Toronto Press.

Educating students for liberation:
Darder, A., Torres, R. D., & Gutierrez, H. (1997). Latinos and education: A critical reader. New York: Routledge.
Freire, P. (2000). Pedagogy of the oppressed. London: Continuum International.

The experience of race, culture, and cultural dissonance in the schools:
Gordon, E. W. & Yowell, C. (1992). Educational reforms for students at risk: cultural dissonance as a risk factor in the development of students. ED366696.
Semons, M. (1989). The Salience of Ethnicity at a Multiethnic Urban High School from the Students' Perspective. ED309217.
Semons, M. (1991). Ethnicity in the urban high school: A naturalistic study of student experiences. Urban Review, 23, 137-158. Rohnert Park, CA: Kluwer
Academic/Plenum.

The influence of high-stakes testing on academic outcomes:
McNeil, l. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New york: Routledge.
Orfield, G. & Kornhaber, M. L. (2001). Raising standards or raising barriers?: Ineqaulity and high-stakes testing in public education. New York: The Century
Foundation.

Texas law
Texas Education Code available on-line at http://www.capitol.state.tx.us/statutes/edtoc.html.