High Stakes Testing Case Study

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Despite of the policymakers’ efforts to implement strategies in order to evaluate and enhance special education effectiveness, the high stakes testing system has several negative consequences to students, as shown at Pazey et. al. study “The More Things Change, the More They Stay the Same: Comparing Special Education Students’ Experiences of Accountability Reform Across Two Decades”. This qualitative case study interviewed 12 especial education students, half in 1995 and the other half 2012, after the introduction of the testing system and, later on, following two decades of implementation. According to this research, exceptional students felt marginalized when assigned to separated test preparation classes, when they failed the exams. In addition,
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