Paraeducators perform multiple roles in U.S. classrooms, including among others preparing classroom activities, working with students individually and in small groups, supporting individualized programming for students with disabilities, managing classroom behavior, and engaging with parents and communities. Yet, little research provides insights…

Though the No Child Left Behind Act of 2001 requires secondary students with Asperger's syndrome (AS) to take high-stakes mathematical tests, many students with AS exhibit weaknesses in mathematical and executive functioning skills. The purpose of this mixed-methods case study was to explore the use of differentiated mathematical strategies with…

Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers and principals to target children near current…

The author of this article challenges a common assumption made by both critics and defenders of standardized-testing technology (or psychometry), namely that standardized tests "measure" something (culture, ability, etc.). It argues that psychometric practice cannot be classified as a form of measurement and instead is best understood as…