Clarifying the Policy Contexts of Statewide Testing and Accountability and Their Impact on Secondary-Level Students with Disabilities

Jane L. Krentz, Ann T. Clapper, Martha L. Thurlow, David R Johnson

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Current testing and accountability systems have been molded by a variety of political and other pressures, resulting in a flurry of policymaking both at the federal level and in the states. Understanding the multiple levels of the policymaking process and the impact of local implementation on testing and accountability helps identify points of influence and ways to align local district and classroom interventions for secondary-level students with disabilities with the intent of statewide testing and accountability systems. This article provides a broad view of policymaking in relation to state and local district testing and accountability, and concludes by identifying continuing policy issues and strategies for local implementation of standards-based secondary education that aligns with the intent of current testing and accountability policies.

Original languageEnglish (US)
Pages (from-to)51-63
Number of pages13
JournalAssessment for Effective Intervention
Volume26
Issue number4
DOIs
StatePublished - 2001

Fingerprint Dive into the research topics of 'Clarifying the Policy Contexts of Statewide Testing and Accountability and Their Impact on Secondary-Level Students with Disabilities'. Together they form a unique fingerprint.

  • Cite this