This qualitative study was designed to gain an in-depth understanding of the views and perceptions of third grade teachers regarding the participation of students with disabilities in statewide testing. This phenomenological study was prompted by the testing and accountability mandates under No Child Left Behind. Three questions guided this study. First, what are the views and perceptions of third grade teachers regarding the participation of students with learning and language disabilities in statewide testing? Second, what are teachers’ perceptions of the intended outcome of increased student achievement? Third, what are the unintended outcomes of statewide testing?
Research for this study was conducted with ten third grade general education teachers. Interviews were completed according to a semi-structured format. The interviews were recorded, transcribed, and analyzed. Several themes emerged from the analysis of data including testing experience, level of achievement, impact on curriculum, impact on instruction, number of identified students, and instructional setting.
The teachers in this study reported that the testing experience for students with disabilities was not always positive. Teachers shared that students with disabilities are often overwhelmed by the testing experience. For the most part, teachers felt that a single standardized test score was not an appropriate measure of a student’s level of achievement. Teachers did not feel as if the achievement gap between students with disabilities and students without disabilities was closing. All teachers viewed their curriculum as better aligned to Ohio’s Content Standards as a result of mandated testing. They shared mixed results regarding whether the curriculum had expanded or narrowed. Teachers reported that their instructional strategies had changed and that teaching was not as fun for them or for their students as it had once been. More students with disabilities are receiving their instruction in the general education classroom. Most teachers predicted a decline in the number of students identified as having a disability, even though most reported that student needs have increased.
The data in this study indicated a need to examine current educational practices. Recommendations for further study include: (a) rethink the school game, (b) examine educational training, and (c) evaluate methods of assessing achievement.