Performance on Exit Exams by Students With Disabilities

Abstract

This study examined the results of students with disabilities participation in statewide exams reported by public schools in North Carolina from 2000—2001 to 2003—2004. Results included (a) students without disabilities significantly outperformed their peers with disabilities in each of four content areas (English 1, Algebra 1, Biology, and Physical Science); (b) among the four disability groups, students with learning disabilities (LD) and other health impairments (OHI) had comparable performance levels as both groups consistently outperformed peers with emotional/behavioral disorders (E/BD) or educable mental disabilities (EMD); (c) all groups showed measurable rates of improvement over the 4 years on the English 1 and Physical Science tests; and (d) students from economically advantaged school districts demonstrated significantly higher rates of success.