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School Psychology Review Volume 30, 2001 - Issue 4
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Mini-Series: Issues in Data-based Decision Making in Special Education

High Stakes Testing and Expected Progress Standards for Students with Learning Disabilities: A Five-year Study of One District

Ann C. SchulteNorth Carolina State UniversityCorrespondence[email protected]
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,
Diane N. VillwockChapel Hill-Carrboro City SchoolsView further author information
,
S. Michelle WhichardNorth Carolina State UniversityView further author information
&
Cheryl F. StallingsNorth Carolina State UniversityView further author information
Pages 487-506 | Published online: 22 Dec 2019

Citations (13)

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Read on this site (5)

EricaS. Lembke. (2010) Introduction: The Use of Curriculum-Based Measurement With Diverse Student Populations. Reading & Writing Quarterly 26:4, pages 285-288.
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BrettD. Jones. (2007) The Unintended Outcomes of High-Stakes Testing. Journal of Applied School Psychology 23:2, pages 65-86.
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Ann C. Schulte & Diane N. Villwock. (2004) Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy. Exceptionality 12:2, pages 107-126.
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Alison Madelaine & Kevin Wheldall . (2004) Curriculum‐based measurement of reading: recent advances. International Journal of Disability, Development and Education 51:1, pages 57-82.
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C. Addison Stone & J. Abram Doane. (2001) The Potential for Empirically Based Estimates of Expected Progress for Students With Learning Disabilities: Legal and Conceptual Issues. School Psychology Review 30:4, pages 473-486.
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Articles from other publishers (8)

Joseph J. Stevens, Ann C. Schulte, Stephen N. Elliott, Joseph F.T. Nese & Gerald Tindal. (2015) Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. Journal of School Psychology 53:1, pages 45-62.
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Mary Klehm. (2014) The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students With Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37:3, pages 216-240.
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Kimberly K. Temple-Harvey & Kimberly J. Vannest. (2010) Participation and Performance of Students With Emotional Disturbance on a Statewide Accountability Assessment in Math. Remedial and Special Education 33:4, pages 226-236.
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Dawn M. Decker & Sara E. Bolt. (2008) Challenges and Opportunities for Promoting Student Achievement Through Large-Scale Assessment Results. Assessment for Effective Intervention 34:1, pages 43-51.
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Dalun ZhangAntonis Katsiyannis & Larry J. Kortering. (2016) Performance on Exit Exams by Students With Disabilities. Career Development for Exceptional Individuals 30:1, pages 48-57.
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Jim Ysseldyke, J. Ruth Nelson, Sandra Christenson, David R. Johnson, Amanda Dennison, Heidi Triezenberg, Michael Sharpe & Maureen Hawes. (2016) What we Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities. Exceptional Children 71:1, pages 75-95.
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Mike Bonner & David W Barnett. (2004) Intervention-based school psychology services: Training for child-level accountability; preparing for program-level accountability. Journal of School Psychology 42:1, pages 23-43.
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Leanne R. Ketterlin-Geller, Jan D. McCoy, Todd Twyman & Gerald Tindal. (2016) How Do Critical Thinking Measures Fit Within Standards-Based Reform?. Assessment for Effective Intervention 28:3-4, pages 37-48.
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