Stakeholder perceptions of California High School Exit Exam (CAHSEE) requirements for students with learning disabilities

Author

Dolores Rodriguez, California State University, Monterey Bay

Date

2010

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study examined various stakeholder perceptions regarding the CAlifornia High School Exit Exam's (CAHSEE) impact on students with learning disabilities. This type of high stakes assessment presents many challenges for students with learning disabilities. A survey was developed to determine the perceptions regarding California CAHSEE requirements and was distributed via email throughout California. Participants included a variety of stakeholders (e.g., parents/legal guardians, general education teachers, special education teachers, paraprofessionals/school counselors, and administrators). A total of 132 participants completed the online survey. Quantitative and qualitative data were used to determine perceptions and if any differences between stakeholder groups exist. Findings suggest negative stakeholder perceptions regarding students with learning disabilities and the CAHSEE. Findings further suggest perceptional differences regarding the reliability of CAHSEE scores, whether the CAHSEE is bias, whether students with learning disabilities should be mandated to pass the CAHSEE to receive a high school diploma, and whether the CAHSEE should be offered 3 times a year beginning grade 9.

Comments

Thesis (M.A.) Teacher Education Department

Recommended Citation

Rodriguez, Dolores, "Stakeholder perceptions of California High School Exit Exam (CAHSEE) requirements for students with learning disabilities" (2010). Capstone Projects and Master's Theses. 516.
https://digitalcommons.csumb.edu/caps_thes_restricted/516