Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Test-Based Education for Students With Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning


by Peter Clyde Martin — 2016

The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught. The study examines various sources of data, including the school’s evolving language, literacy, and math programs, high-stakes test results, school improvement plans, and written IEP goals. Over several years, as low test scores and failure to make AYP had an increasing impact on school life, skills specifically targeted on annual state tests became the guide for how math and literacy and language development were addressed. In effect, instruction in these areas became equated with test preparation. As ranges in proficiency led to ability grouping in pertinent courses, there was a narrowing of skills addressed in the lower-level classes that were entirely populated by students categorized as limited-English proficient and/or having a disability. In effect, this turned test preparation into the math and literacy curricula for these students, which in turn affected decisions regarding which skills would be addressed in students’ IEPs. Implications for schools, policy, and further research are suggested.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Test-Based Education for Students With Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 118 Number 14, 2016, p. 1-24
http://www.tcrecord.org ID Number: 21539, Date Accessed: 10/22/2017 6:12:49 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Peter Martin
    Ithaca College
    E-mail Author
    PETER CLYDE MARTIN is an Associate Professor of Education at Ithaca College. Research interests include vision-based schooling, inclusive education, collaboration, educational equity, and serving the needs of English language learners considered at risk of educational failure. Recent publications include “Contradictory Reforms: When NCLB Undermines Charter School Innovation,” in Current Issues in Education, and “Stumped by Student Needs: Factors in Establishing Effective Teacher Collaboration,” in the Electronic Journal for Inclusive Education.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS