ERIC Number: EJ869813
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 34
How Does Test Exemption Affect Schools' and Students' Academic Performance?
Jennings, Jennifer L.; Beveridge, Andrew A.
Educational Evaluation and Policy Analysis, v31 n2 p153-175 2009
Analyzing data from a large urban district in Texas, this study examines how high-stakes test exemptions alter officially reported scores and asks whether test exemption has implications for the academic achievement of special education students. Test exemption inflated overall passing rates but especially affected the passing rates of African American and Hispanic students because these students were more likely to be exempted. Furthermore, our results suggest that tested special education students in Grades 3 through 8 performed better academically than they would have if they were not tested. However, taking the high-stakes test provided no academic benefit to special education students in Grades 9 through 11. (Contains 7 notes, 12 tables, and 3 figures.)
Descriptors: Academic Achievement, Educational Change, High Stakes Tests, Accountability, Longitudinal Studies, Norm Referenced Tests, Policy Analysis, Comparative Testing, Student Evaluation, Data Analysis, African American Students, Hispanic Americans, Special Education, Urban Schools, English (Second Language)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001