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Подробнее о роли данных в повышении успеваемости см.: Thomas J. Kane et al., «Identifying Effective Classroom Practices Using Student Achievement Data», Journal of Human Resources 46, № 3 (2011): 587–613; Pam Grossman et al., «Measure for Measure: A Pilot Study Linking English Language Arts Instruction and Teachers’ Value-Added to Student Achievement» (CALDER Working Paper № 45, Calder Urban Institute, 05/2010); Morgaen L. Donaldson, «So Long, Lake Wobegon? Using Teacher Evaluation to Raise Teacher Quality», Center for American Progress, 25/06/2009, Web; Eric Hanushek, «Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data», The American Economic Review 61, № 2 (1971): 280-88; Elizabeth Holtzapple, «Criterion-Related Validity Evidence for a Standards-Based Teacher Evaluation System», Journal of Personnel Evaluation in Education 17, № 3 (2003): 207-19; Brian A. Jacob, Lars Lefgren, Principals as Agents: Subjective Performance Measurement in Education (working paper №w11463, National Bureau of Economic Research, 2005); Brian A. Jacob, Lars Lefgren, David Sims, The Persistence of Teacher-Induced Learning Gains (working paper №w14065, National Bureau of Economic Research, 2008); Thomas J. Kane, Douglas O. Staiger, Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation (working paper №w14607, National Bureau of Economic Research, 2008); Anthony Milanowski, «The Relationship Between Teacher Performance Evaluation Scores and Student Achievement: Evidence from Cincinnati», Peabody Journal of Education 79, № 4 (2004): 33–53; Richard J. Murnane, Barbara R. Phillips, «What Do Effective Teachers of Inner-City Children Have in Common?», Social Science Research 10, № 1 (1981): 83-100; Steven G. Rivkin, Eric A. Hanushek, John F. Kain, «Teachers, Schools, and Academic Achievement», Econometrica 73, № 2 (2005): 417-58.