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Career Development for Exceptional Individuals
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Performance on Exit Exams by Students With Disabilities

A Four-Year Analysis

Dalun Zhang

special education at Texas A&M University, dalun{at}tamu.edu

Antonis Katsiyannis

special education at Clemson University

Larry J. Kortering

special education at Appalachian State University

This study examined the results of students with disabilities participation in statewide exams reported by public schools in North Carolina from 2000—2001 to 2003—2004. Results included (a) students without disabilities significantly outperformed their peers with disabilities in each of four content areas (English 1, Algebra 1, Biology, and Physical Science); (b) among the four disability groups, students with learning disabilities (LD) and other health impairments (OHI) had comparable performance levels as both groups consistently outperformed peers with emotional/behavioral disorders (E/BD) or educable mental disabilities (EMD); (c) all groups showed measurable rates of improvement over the 4 years on the English 1 and Physical Science tests; and (d) students from economically advantaged school districts demonstrated significantly higher rates of success.

Career Development for Exceptional Individuals, Vol. 30, No. 1, 48-57 (2007)
DOI: 10.1177/08857288070300010601
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Home page
 Remedial and Special EducationHome page
L. J. Kortering, T. W. McClannon, and P. M. Braziel
Universal Design for Learning: A Look at What Algebra and Biology Students With and Without High Incidence Conditions Are Saying
Remedial and Special Education, November 1, 2008; 29(6): 352 - 363.
[Abstract] [PDF]