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ERIC Number: ED417915
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Stanford Achievement Tests and Students with Special Needs.
Burke, Dawn; Lombardi, Thomas P.
West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those special education students whose individualized education programs (IEP) exclude them from testing. State Department of Education inclusion and exclusion guidelines state that for a student to receive an 11th-grade warranty, the student must have taken the tests with no modifications. A preliminary test given in the fall of 1996 to 420 students in Mineral County schools showed that all grades in all schools increased in percentile ranks when students with IEPs were eliminated from aggregate scores. Following the test, a survey of general and special education teachers revealed concerns about inclusion of special education students in aggregate test scores; support needed for classroom inclusion; pressure to exclude standardized testing on students' IEPs; and the effect on special education students' self-concept, motivation, and desire to stay in school if excluded from testing. Primary teachers questioned the appropriateness of standardized testing for first and second graders. As a result of generally mandated standardized testing, it is feared that teachers will teach to the test and that special education students will once again become isolated from their peers. (SAS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia
Identifiers - Assessments and Surveys: Stanford Achievement Tests