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ERIC Number: EJ939953
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0014-4029
Capturing Implicit Policy from NCLB Test Type Assignments of Students with Disabilities
Cho, Hyun-Jeong; Kingston, Neal
Exceptional Children, v78 n1 p58-72 Fall 2011
This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered. (Contains 8 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001