Richard Boon, Ph.D.
The University of Georgia

Debbie Voltz, Ph.D.
The University of Alabama-Birmingham

Carl Lawson, Sr.
Chicago State University

Michael Baskette, M.Ed.
The University of Georgia

The purpose of this paper is to provide a review of the literature evaluating the impact of high-stakes testing for students with learning disabilities. In this review, 30 studies were obtained, reviewed, and synthesized. Findings discuss the definition and description of high-stakes testing, origins of high-stakes testing for students with disabilities, educational outcomes, effects on curriculum, and impact of high-stakes testing for students with learning disabilities. Results and limitations are discussed in relation to instructional practice and future research issues to extend the current literature findings.

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