Listening to and Learning from the Perspectives and Experiences of Black and Latinx Students with Disabilities: Examining the Challenges and Contradictions of High-Stakes Testing Policies

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study explores the experiences and perspectives of 15 Black and Latinx students with disabilities as they journeyed through the process of taking and attempting to meet high-stakes testing policies in an urban high school in southern California. Utilizing critical policy sociology and student voice, findings reveal material and structural challenges related to lack of teacher quality, excessive use of substitute teachers, and lack of access to essential course curricula. In addition, contradictions between general and special education policy mandates demonstrate the failure of a one-size-fits-all policy approach that overlooks students’ multidimensional needs. Finally, despite the multiple structural and material challenges students faced, their family and peers played a pivotal role in their preparation both emotionally and academically for the exam. Given these findings, recommendations for policy and practice are offered.

Original languageEnglish (US)
Pages (from-to)457-476
Number of pages20
JournalUrban Review
Volume51
Issue number3
DOIs
StatePublished - Sep 1 2019
Externally publishedYes

Keywords

  • Education policy
  • High-stakes testing
  • Students of color with disabilities
  • Urban education

ASJC Scopus subject areas

  • Urban Studies

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