What we Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities

By J. Ysseldyke, J. Nelson, S. Christenson, David R. Johnson, Amanda Dennison, Heidi L. Triezenberg, M. Sharpe, Maureen E. Hawes. 2004

123 citations recorded by the source corpus.

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Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability (2012, unknown): “…expectations for students with disabilities in mathematics education were changes in high school graduation requirements, including exit exams (Ysseldyke et al., 2004) and mandated upper level mathematics classes (Teuscher et al., 2008), as well as increasingly rigorous content area standards…”
Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent (2017, background): “Little is known about how teachers across the United States are affected personally and professionally by these policies as a whole, many of which have been introduced in recent years and gone unexamined (Ysseldyke et al., 2004).”
Review of Mathematics Interventions for Secondary Students With Learning Disabilities (2017, background): “…curriculum (IDEA, 2004), prepare them for the highstakes assessments required for high school graduation (ESS, 2015; Teuscher et al., 2008; Ysseldyke et al., 2004), and support them in developing the problem-solving strategies necessary for success in appropriate postsecondary…”