Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA

• Published in: Journal of education policy Vol. 28; no. 2; pp. 216 - 230
• Main Author: Schuelka, Matthew J.
• Format: Journal Article
• Language: English
• Published: Routledge 01.03.2013
• Subjects: Academic achievement; Achievement Tests; critical analysis; Disabilities; Disability; Disability Discrimination; Education policy; Education systems; equity/social justice; Expectation; inclusion; International Programs; Limited English Speaking; Mental Retardation; National Assessment of Educational Progress; Physical Disabilities; Politics; Program for International Student Assessment; Progress in International Reading Literacy Study; Social exclusion; Social Justice; Standardized Tests; Student Participation; Students; Testing Accommodations; Trends in International Mathematics and Science Study

International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely exclu...