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The No Child Left behind Act, Adequate Yearly Progress, and Students with Disabilities
3 references·12 citing·50 second hop
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References

  • 1986Effects of Systematic Formative Evaluation: A Meta-Analysis669 cited
  • 2003Developments in Curriculum-Based Measurement652 cited
  • 2005No Child Left Behind and Students With Autism Spectrum Disorders104 cited

Cited by

  • 2007Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators241 cited
  • 2007High-Stakes Testing and Students With Disabilities117 cited
  • 2009ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism86 cited
  • 2014Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes78 cited
  • 2009School Counselor Inclusion: A Collaborative Model to Provide Academic and Social‐Emotional Support in the Classroom Setting78 cited
  • 2009Special Education Subgroups under NCLB: Issues to Consider63 cited
  • 2007Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing53 cited
  • 2006Assessment and Students with Disabilities: Issues and Challenges with Educational Reform48 cited
  • 2008Determining Appropriate Testing Accommodations; Complying with NCLB and IDEA24 cited
  • 2009Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools22 cited
  • 2016Under Pressure in Atlanta: School Accountability and Special Education Practices during the Cheating Scandal

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12 cited
  • 2016Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning11 cited