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Educational Policy
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Consequences of High-Stakes Assessment for Students With and Without Disabilities

Sandra L. Christenson

University of Minnesota

Dawn M. Decker

Central Michigan University, pickl1dm{at}cmich.edu

Heidi L. Triezenberg

LaGrange Area Department of Special Education, LaGrange, Illinois

James E. Ysseldyke

University of Minnesota

Amy Reschly

University of South Carolina

This descriptive study examined school professionals' perspectives of the effects of high-stakes assessment for students with and without disabilities. Participants were 249 general education teachers, special education teachers, and school psychologists from 99 schools across 19 states that have required high school exit exams. Participants completed a survey that examined their observations of the consequences of high-stakes assessment for students. Results suggested that school professionals perceived there to be a range in the effects of high-stakes assessment. Participants' responses indicated that a number of consequences have increased in frequency as a result of implementing high-stakes assessments. Many of the items that respondents indicated have increased were related to improving school and student performance. Less frequently, participants also indicated that some consequences have not changed in frequency or have decreased in frequency as a result of implementing high-stakes assessments.

Key Words: consequences • high-stakes assessment

This version was published on September 1, 2007

Educational Policy, Vol. 21, No. 4, 662-690 (2007)
DOI: 10.1177/0895904806289209
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This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
D. M. Decker and S. E. Bolt
Challenges and Opportunities for Promoting Student Achievement Through Large-Scale Assessment Results: Research, Reflections, and Future Directions
Assessment for Effective Intervention, December 1, 2008; 34(1): 43 - 51.
[Abstract] [PDF]