The impact of teacher training on state alternate assessment scores

Diane M. Browder, Meagan Karvonen, Stephanie Davis, Kathy Fallin, Ginevra Courtade-Little

Research output: Contribution to journalReview article

26 Scopus citations


With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student performance to meet both individualized education program (IEP) goals and state standards. In this study, which was conducted with teachers in an urban system within a high-stakes accountability state, students' alternate assessment scores improved when teachers received training on instructional practices. In addition, students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.

Original languageEnglish (US)
Pages (from-to)267-282
Number of pages16
JournalExceptional Children
Issue number3
StatePublished - Jan 1 2005
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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