Abstract
In 1988, the summer issue of Educational Measurement: Issues and Practice was devoted to discussions of the “Lake Wobegon effect.” This effect refers to Cannell's (1987) conclusion that all 50 states were above the national average in performance on standardized achievement tests. Subsequent research has tended to support several of Cannell's claims. However, commentary and research to date have focused exclusively on regular education. This article describes the Lake Wobegon effect and its implications for the assessment of exceptional children.
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