High-Stakes Testing of Students with Disabilities
Bibliographic Data
| ID | 4306656 |
|---|---|
| Authors | Martha L Thurlow (University of Minnesota), David R Johnson (0000-0003-1094-1341, University of Minnesota) |
| Year | 2000 |
| Volume | 51 |
| Issue | 4 |
| Pages | 305-314 |
| Publication date | 2000-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487100051004006 |
| OpenAlex | W2047765787 |
| Language | EN |
| Citations received | 7 |
| References cited | 6 |
States and districts are required by the Individuals With Disabilities Education Act Amendments of 1997 (Public Law 105-17) to have students with disabilities participate in state and district assessments and to report on their performance. High-stakes testing is a significant part of standardsbased reform and educational accountability. However, there are both intended and unintended consequences of high-stakes testing on students with disabilities. There is the potential for these assessments to result in many benefits for students with disabilities, but educators need to know about the ways to ensure that this happens. Participation on Individualized Education Plan teams, good decisions about accommodations and alternate assessments, and careful thought about diploma options and related issues can help students realize the benefits of high-stakes testing
Accountability · Developmental psychology · Education Act · Individualized Education Program · Learning disability · Mathematics education · Medical education · Pedagogy · Plan (archaeology) · Political science · Special education · Standardized test · Unintended consequences · Disability Education and Employment · Education Discipline and Inequality · Law · Legal Issues in Education · Medicine · Psychology
Employer Perspectives on High School Diploma Options for Adolescents With Disabilities
Listening to and Learning from the Perspectives and Experiences of Black and Latinx Students with Disabilities
High-Stakes Testing and Students With Disabilities
An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities
Multiple Dimensions of Reform
Grade Retention
Learning to label
| Citations per year | 0.33 |
|---|---|
| Citation span | 2005 - 2019 (15) |
| Highly cited | No |