Katzman, L. I. (2004). Students with disabilities and high-stakes testing: What can the students tell us ? (Publication No. 3134488; p. 1732) [Doctoral dissertation, Harvard University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305191525
Harvard University (Cambridge, MA); ProQuest document ID: 305191525
This study examined the quantitative aspects of high stakes testing and accommodations for students with disabilities by asking students to explain their understanding and experiences of participating in a large-scale high school examination.
Twenty-four (24) grade 10 students with disabilities, and 12 students without disabilities from two comprehensive high schools in Boston, Massachusetts (U.S.) participated.
The dependent variable was a question and answer session regarding the 10th grade Massachusetts Comprehensive Assessment System (MCAS), an assessment students must pass in order to graduate.
The students with disabilities reported that they did not feel that they were prepared to take the MCAS because they believed that they were not taught the content on the test. Many students were not enrolled in courses that prepared them for the MCAS.