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Abstract
This study sought to survey the testing policies of local school districts nationwide. Specifically, the objectives of this study were to (a) determine if school districts have policies concerning standardized and nonstandardized testing, (b) identify the specific features of these testing policies, and (c) discern if these policies include provisions for students with disabilities. A survey was sent to 550 school districts nationwide selected through stratified random sampling. The return rate was 38.9% (N = 214). Of the 214 school districts responding, 58.9% (N = 128) had a policy on standardized testing, while 22% (N = 47) had a policy on nonstandardized testing. In addition, 60.5% of school districts and 55.6% of school districts had policies requiring some type of accommodations for students with disabilities in the administration of standardized tests and nonstandardized tests. Other results of the study, limitations of the study, and future research needs are discussed.
Additional information
Notes on contributors
Madhavi Jayanthi
Madhavi Jayanthi, EdD, is a Research Associate at the Educational Research and Services Center, DeKalb, IL. Her current research interests include home-school communication and homework, testing, and grading practices for students with disabilities in general education classes.
Deborah M. Havekost
Deborah M. Hovekost, MEd, is a graduate student in Clinical Psychology at the New School for Social Research.
William Bursuck
William Bursuck, PhD, is an Associate Professor of Special Education at Northern Illinois University.. His research interests include integrating students with high-incidence disabilities into general education.
Michael H. Epstein
Michael H. Epstein, EdD, is currently Professor of Special Education at Northern Illinois University. His research interests include home—school relationships and inter-agency collaboration in programs for students with disabilities.
Edward A. Polloway
Edward A. Polloway, EdD, is the Dean of the School of Education and Human Development at Lynchburg College, Virginia. His current research interests include learning disabilities and mental retardation.