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Age of Accountability
From Reference & Research Book News
Johnson (former research editor at the Gallaudet Research Institute), Mitchell (education, U. of Redlands) and their contributors note that the No Child Left Behind act, despite its idealism, works to the disadvantage of students who are deaf. Due to the structure of standardized tests and ways in which they are delivered, students who are deaf on average have performed far lower below grade level. The authors and many other educators are convinced that results of high-stakes exams do not reflect the academic achievements of the deaf, based upon their studies in a range of US states (including North Carolina, Delaware, Illinois, California and Maryland) and settings. They explain the potential harm of such testing to students who are deaf, such as the reinforcement of stereotypes, unnecessary or deleterious modification of curricula, and damage to studentsí motivation to learn.
Robert C. Johnson is former Research Editor at the Gallaudet Research Institute, Washington, DC.
Ross E. Mitchell is Assistant Professor in the School of Education at University of Redlands, Redlands, CA.
ISBN 978-1-56368-392-3, 1-56368-392-X, 7 x 10 casebound, 248 pages, tables, figures, references, index
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