Topic of the review paper

Positive and negative consequences of high-stakes testing for students with disabilities

Problem Statement; significance of the educational problem/issue

High-stakes testing affects both educators and students all across the United States. While the concept is not new in the education sector, its effects on students with disabilities is a source of concern (Needs, 2008). In particular, the requirement that all students including those with disabilities undertake high-stakes testing in their studies has far reaching impacts. There is a general consensus regarding the impacts of high-stakes test on students across the country. In addition, it is known that high stakes testing has profound impacts when administered on students with disabilities. However, the exact negative and positive impacts of the tests on students with disabilities need to be identified.

Results from studies in the past point to a clear relationship between high-stakes testing and increased pressure on the students (Amrein & Berliner, 2002). Still, there are links to the effect that high-stakes testing results in improved performance among students. It is not however clear whether these results are realized when students with disabilities are involved. There is an urgent need for information on the specific effects of high-stakes testing of students with disabilities. For instance policy makers and decision makes at different levels of administration require this information to evaluate the effectiveness of the policy. Moreover, the identification of both negative and positive impacts of high-stakes testing is significant in improving the concept in general. This study is therefore very significant in the development of education.

Important research findings

Following the ratification of the No Child Left Behind Act in 2002, every students including those with disabilities must take high-stakes test (Amrein & Berliner, 2003). In the past, students with disabilities were exempted from this requirement. While the tests have been attributed to improved performance in school, there is concern regarding the negative effects they have on students with disabilities. Indeed, questions have been raised across the country pertaining to the effectiveness of the tests in improving the performance of students with disabilities (Jones et al, 2003). Today, the standardized high-stakes tests have the potential of representing some studies as failures owing to the high level of importance they are assigned (Christenson et al, 2007). The use of test results cannot be used as the only yardstick in the measure of students’ knowledge in a particular subject. More specifically, the tests are detrimental to the success of students with disabilities.

Studies in the past have pointed out the fact that students with disabilities continue to underperform as compared to other students (Ysseldyke et al, 2004). However, the gap between the performances of the two groups has narrowed over time perhaps due to the positive impacts of high-stakes testing. The inclusivity that the tests accord students with disabilities is a motivation for improved performance thus contributing to the bridging of the gap in performance. That notwithstanding, the negative impacts of high-stakes testing abound and continue to affect students with disabilities even more. Statistics show that students with disabilities are more likely to suffer from the negative impacts of high-stakes testing because of their high vulnerability (Katsiyannis et al, 2007). The negative effects of high stakes tests are more significant than the positive ones since the former contribute to negative development of students with disabilities.

Research question

What are the consequences of high-stakes testing for students with disabilities?

Purpose of the review proposal

The purpose of the review paper is to identify the specific impacts of high-stakes tests on students with disabilities. This paper focuses on both negative and positive consequences thus finding a balance in the concept’s application. In addition, the study aims to contribute to existing literature on the concept of high-stakes tests among students with disabilities. Ultimately, the review purposes to identify areas of improvement in the administration of high-stakes tests.

Search method

The use of EBSCO host was considered the most viable in this type of study using the key words of consequences, high-stakes, students and disabilities. The search avoided the use of ‘or’ for better results and instead used the word ‘and’.  In addition, the search was customized to reflect only peer reviewed publications by ticking the box labeled ‘scholarly journals’. The search yielded 37 results spanning over different years. However, I selected seven articles for review based on the years of publication and relevance to the topic under study.

List of key journals relevant to the research questions

Christenson, S. L., Decker, D. M., Triezenberg, H. L., Ysseldyke, J. E., & Reschly, A. (2007). Consequences of high-stakes assessment for students with and without disabilities. Educational Policy, 21(4), 662-690.

Ysseldyke, J., Nelson, J. R., Christenson, S., Johnson, D. R., Dennison, A., Triezenberg, H., … & Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children, 71(1), 75-95.

Needs, W. F. P. (2008). High Stakes Testing and Students With Disabilities. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 319.

Katsiyannis, A., Zhang, D., Ryan, J. B., & Jones, J. (2007). High-stakes testing and students with disabilities challenges and promises. Journal of Disability Policy Studies, 18(3), 160-167.

Jones, G. M., Jones, B. D., & Hargrove, T. (2003). The unintended consequences of high-stakes testing. Rowman & Littlefield Publishers.

Amrein, A. L., & Berliner, D. C. (2002). An analysis of some unintended and negative consequences of high-stakes testing. Education Policy Research Unit, Education Policy Studies Laboratory, College of Education, Division of Educational Leadership and Policy Studies, Arizona State University.

Amrein, A. L., & Berliner, D. C. (2003). The Effects of High-Stakes Testing on Student Motivation and Learning. Educational leadership, 60(5), 32-38.

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