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Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards
Cho, Hyun-Jeong Kingston, Neal Martin
Cho, Hyun-Jeong
Kingston, Neal Martin
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Abstract
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. [ABSTRACT FROM AUTHOR]
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This is the published version, also found at http://cec.metapress.com/content/652pj06340t70q24/?p=e8bd8fc097994edd86fb9488b1d8ed9b&pi=3
Date
2011
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The Council for Exceptional Children
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Cho, Hyun-Jeong and Kingston, Neal M. (2011) Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards. Exceptional Children, 78.1, 58-72.