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Publisher Description

Daily reading of news headlines leaves those concerned about enhanced educational outcomes for students with disabilities confused. Are we to believe the Education Week (Walberg, 2003) headline "Accountability Helps Students at Risk" or the headline of the recent Council for Exceptional Children's (CEC, 2003) press release stating that "No Child Left Behind Act Makes 'No Sense' for Students with Disabilities, Say Special Education Teachers"? Although there is considerable anecdotal information on the consequences of accountability systems, there is little empirical evidence on such consequences. Newspaper headlines (see Table 1), which arguably may hold some truth, have tended to highlight negative unintended consequences of large-scale assessment (Cizek, 2001). There is very little empirical evidence on the consequences of high-stakes tests for individual students, especially for students with disabilities (Braden, 2002; Mehrens, 1998). This article explicates what we know and need to know about the effect of high-stakes assessment on the educational experience and progress of students with disabilities. Based on our findings, we offer practical implications for special education teachers and directors of special education who are involved in the design and implementation of state assessment systems. LARGE-SCALE AND HIGH-STAKES ASSESSMENT

GENRE
Professional & Technical
RELEASED
2004
September 22
LANGUAGE
EN
English
LENGTH
50
Pages
PUBLISHER
Council for Exceptional Children
SIZE
267.6
KB

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