Diana Pullin | Boston College (original) (raw)
Papers by Diana Pullin
Phi Delta Kappan, Sep 1, 1981
The Journal of college and university law, 1997
The Journal of Law of Education, 1996
Cambridge University Press eBooks, Apr 7, 2008
Routledge eBooks, May 24, 2022
The volume is designed to help attorneys, paralegals, and other interested persons to act as advo... more The volume is designed to help attorneys, paralegals, and other interested persons to act as advocates for handicapped children. The first chapter provides an overview of federal laws concerning the education of the handicapped (including provisions in the constitution). Chapter 2 lists characteristics and needs of mental retardation, hearing impairments, speech impairments, specific learning disabilities, visual impairment, emotional disturbances, health impairments, orthopedic or physical impairments, multiple handicapping conditions, and developmental disabilities. Chapter 3 focuses on educational evaluation, including sections on procedural protections, student information, specific types of tests, and bias in evaluation. Placement and programming aspects, such as individualized education programs, least restrictive environment, and related servies are considered in chapter 4. A final chapter details administrative hearings and appeals. Case summaries on such topics as damages/immunity, residence, priorities, and timelines for service are included in the extensive appendixes along with Federal Statutes and regulaticns concerning handicapped children. (CL)
Educational Assessment, Apr 1, 1998
As the number of students with disabilities applying for admission and enrolling in educational i... more As the number of students with disabilities applying for admission and enrolling in educational institutions continues to increase, educators and measurement experts face the challenge of determining whether and how to offer accommodations in admissions tests and how to report and utilize the results of modified tests. This article discusses the provision of accommodations in admissions testing and in educational programs, the test score flagging practices that impact adrmssions testing, validity concerns, and issues surrounding fairness and compliance with the federal disability laws for such practices. It offers some conclusions about the legality of the use of flagged test scores, as well as a call for further research concerning testing and evaluating students with disabilities. Assessing the qualifications for admission and appropriately addressing the needs of students with disabilities after enrolment has become a significant challenge facing measurement experts and educational institutions, as the number of applicants with disabilities has increased dramatically in recent years (American Council on Education, 1992; National Center for Education Statistics, 1989). A large proportion of these students take the usual large-scale admissions examinations, such as the SAT or the Law School Admissions Test (LSAT), but receive special accommodations in testing to address needs associated with their disabilities. As these test accommodations generally result in reported test scores marked with Requests for reprints should be sent to
Routledge eBooks, May 24, 2022
Encyclopedia of Diversity in Education, Oct 8, 2013
Springer eBooks, 2017
This chapter offers an overview of policies for reform and accountability in teacher education, a... more This chapter offers an overview of policies for reform and accountability in teacher education, addressing the role of evidence, and the opportunities for improvement within the field of teacher education. It focuses upon efforts to utilize tests or assessments and data-driven methodologies to inform government, the public, and educators. The discussion draws from the manner in which these issues have played out in the United States, to contrast with approaches and opportunities in the Australian context. The unsatisfying outcomes of many past initiatives in the United States point to the need to improve reform and accountability efforts in order to maximize the chances for meaningful change in education. The chapter concludes with a call for reflection and action within teacher education itself, arguing a “window of opportunity” exists, particularly in Australia, to develop a more confident way forward in the context of present reforms.
Boston College Third World law journal, 2007
The Massachusetts Education Reform Act of 1993 and the decisions of the State's highest court int... more The Massachusetts Education Reform Act of 1993 and the decisions of the State's highest court interpreting the state constitution's education clause are benchmarks in efforts at law-based education reform. This article discusses the implications of legislative and judicial mandates concerning the provision of education and the extent to which these mandates fail to ensure a fair and meaningful opportunity to learn for all students. It contrasts the legal mandates with evidence from social science literature concerning the conditions that must exist in order to create appropriate learning opportunities, particularly for the most at-risk student populations. It concludes that law can play a role in creating the conditions in local schools for implementing meaningful education reform, but that the present statutory requirements are insufªcient and judicial deference to the legislative branch may result in ongoing achievement deªcits for the State's most vulnerable students.
Educational Researcher, Oct 1, 2010
Social scientists collect vital information that bears on issues of education policy. When the co... more Social scientists collect vital information that bears on issues of education policy. When the courts are faced with an opportunity to make a decision that shapes education, judges need access to high-quality research, but they must also be convinced that it can be useful in their decision making. This article approaches the question of how social science can be made more effective in judicial decision making. The authors examine the use of social science evidence by the courts and the theories of jurisprudence that bear on its effectiveness. As an example of the difficulty of influencing the outcome of a case, they review the U.S. Supreme Court’s decision involving the use of race in school assignments in Parents Involved in Community Schools v. Seattle School District No. 1 (2007).
Education Policy Analysis Archives, Apr 10, 2004
State and federal mandates for education reform call for increased accountability and the inclusi... more State and federal mandates for education reform call for increased accountability and the inclusion of students with disabilities in all accountability efforts. In the rush to implement high-stakes education reforms, particularly those involving tests or assessments, the particular needs of students with severe cognitive disabilities are only now being addressed by policymakers and educators. For students with significant cognitive disabilities, implementation of alternate approaches to education accountability is increasing. At the same time, the challenges associated with successfully implementing alternate assessment programs are becoming more obvious. This paper describes some of the ways in which alternate assessment as
Education Policy Analysis Archives, Jan 29, 2013
How to cite Complete issue More information about this article Journal's homepage in redalyc.org ... more How to cite Complete issue More information about this article Journal's homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative
There is no current evidence that Minimum Competency Testing (MCT) ased to deny high school diplo... more There is no current evidence that Minimum Competency Testing (MCT) ased to deny high school diplomas has enhanced equal educational opportunities for minority students. Test results, largely indicate that MCT requirements impact dioproportionately on black students. Black students' mores may reflect a long history of racial discriminition,in the Schools, as well'es bias in the testing process. While MCT programs may beneficially focus on eaching basic skills, there isaio evidence that the diploma sanction is necessary to achieve this focus. The MCT movement may have advanced the thinking of judges and legal scholars about standards of good educational praqice. These results of the MCT movement are not direct benekits of the-programs which have been implemented. The .educational standards articulated for MCT programs and the disproportionate racial impact of MCT require recognition that the problems of iacial discrimination still exist in the schools, and the fundamentals of good teaching and testing practices ace not always implemented. The promised benefits and goals of MCT are not yet realized. There-is no assurance that the programs are effective in increasing educational achievement since it ha's not been proven that the tests are accurate measures of such achievement. (CM)
Educator quality has become the predominant focus of recent education reform initiatives. Many di... more Educator quality has become the predominant focus of recent education reform initiatives. Many different
Phi Delta Kappan, Sep 1, 1981
The Journal of college and university law, 1997
The Journal of Law of Education, 1996
Cambridge University Press eBooks, Apr 7, 2008
Routledge eBooks, May 24, 2022
The volume is designed to help attorneys, paralegals, and other interested persons to act as advo... more The volume is designed to help attorneys, paralegals, and other interested persons to act as advocates for handicapped children. The first chapter provides an overview of federal laws concerning the education of the handicapped (including provisions in the constitution). Chapter 2 lists characteristics and needs of mental retardation, hearing impairments, speech impairments, specific learning disabilities, visual impairment, emotional disturbances, health impairments, orthopedic or physical impairments, multiple handicapping conditions, and developmental disabilities. Chapter 3 focuses on educational evaluation, including sections on procedural protections, student information, specific types of tests, and bias in evaluation. Placement and programming aspects, such as individualized education programs, least restrictive environment, and related servies are considered in chapter 4. A final chapter details administrative hearings and appeals. Case summaries on such topics as damages/immunity, residence, priorities, and timelines for service are included in the extensive appendixes along with Federal Statutes and regulaticns concerning handicapped children. (CL)
Educational Assessment, Apr 1, 1998
As the number of students with disabilities applying for admission and enrolling in educational i... more As the number of students with disabilities applying for admission and enrolling in educational institutions continues to increase, educators and measurement experts face the challenge of determining whether and how to offer accommodations in admissions tests and how to report and utilize the results of modified tests. This article discusses the provision of accommodations in admissions testing and in educational programs, the test score flagging practices that impact adrmssions testing, validity concerns, and issues surrounding fairness and compliance with the federal disability laws for such practices. It offers some conclusions about the legality of the use of flagged test scores, as well as a call for further research concerning testing and evaluating students with disabilities. Assessing the qualifications for admission and appropriately addressing the needs of students with disabilities after enrolment has become a significant challenge facing measurement experts and educational institutions, as the number of applicants with disabilities has increased dramatically in recent years (American Council on Education, 1992; National Center for Education Statistics, 1989). A large proportion of these students take the usual large-scale admissions examinations, such as the SAT or the Law School Admissions Test (LSAT), but receive special accommodations in testing to address needs associated with their disabilities. As these test accommodations generally result in reported test scores marked with Requests for reprints should be sent to
Routledge eBooks, May 24, 2022
Encyclopedia of Diversity in Education, Oct 8, 2013
Springer eBooks, 2017
This chapter offers an overview of policies for reform and accountability in teacher education, a... more This chapter offers an overview of policies for reform and accountability in teacher education, addressing the role of evidence, and the opportunities for improvement within the field of teacher education. It focuses upon efforts to utilize tests or assessments and data-driven methodologies to inform government, the public, and educators. The discussion draws from the manner in which these issues have played out in the United States, to contrast with approaches and opportunities in the Australian context. The unsatisfying outcomes of many past initiatives in the United States point to the need to improve reform and accountability efforts in order to maximize the chances for meaningful change in education. The chapter concludes with a call for reflection and action within teacher education itself, arguing a “window of opportunity” exists, particularly in Australia, to develop a more confident way forward in the context of present reforms.
Boston College Third World law journal, 2007
The Massachusetts Education Reform Act of 1993 and the decisions of the State's highest court int... more The Massachusetts Education Reform Act of 1993 and the decisions of the State's highest court interpreting the state constitution's education clause are benchmarks in efforts at law-based education reform. This article discusses the implications of legislative and judicial mandates concerning the provision of education and the extent to which these mandates fail to ensure a fair and meaningful opportunity to learn for all students. It contrasts the legal mandates with evidence from social science literature concerning the conditions that must exist in order to create appropriate learning opportunities, particularly for the most at-risk student populations. It concludes that law can play a role in creating the conditions in local schools for implementing meaningful education reform, but that the present statutory requirements are insufªcient and judicial deference to the legislative branch may result in ongoing achievement deªcits for the State's most vulnerable students.
Educational Researcher, Oct 1, 2010
Social scientists collect vital information that bears on issues of education policy. When the co... more Social scientists collect vital information that bears on issues of education policy. When the courts are faced with an opportunity to make a decision that shapes education, judges need access to high-quality research, but they must also be convinced that it can be useful in their decision making. This article approaches the question of how social science can be made more effective in judicial decision making. The authors examine the use of social science evidence by the courts and the theories of jurisprudence that bear on its effectiveness. As an example of the difficulty of influencing the outcome of a case, they review the U.S. Supreme Court’s decision involving the use of race in school assignments in Parents Involved in Community Schools v. Seattle School District No. 1 (2007).
Education Policy Analysis Archives, Apr 10, 2004
State and federal mandates for education reform call for increased accountability and the inclusi... more State and federal mandates for education reform call for increased accountability and the inclusion of students with disabilities in all accountability efforts. In the rush to implement high-stakes education reforms, particularly those involving tests or assessments, the particular needs of students with severe cognitive disabilities are only now being addressed by policymakers and educators. For students with significant cognitive disabilities, implementation of alternate approaches to education accountability is increasing. At the same time, the challenges associated with successfully implementing alternate assessment programs are becoming more obvious. This paper describes some of the ways in which alternate assessment as
Education Policy Analysis Archives, Jan 29, 2013
How to cite Complete issue More information about this article Journal's homepage in redalyc.org ... more How to cite Complete issue More information about this article Journal's homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative
There is no current evidence that Minimum Competency Testing (MCT) ased to deny high school diplo... more There is no current evidence that Minimum Competency Testing (MCT) ased to deny high school diplomas has enhanced equal educational opportunities for minority students. Test results, largely indicate that MCT requirements impact dioproportionately on black students. Black students' mores may reflect a long history of racial discriminition,in the Schools, as well'es bias in the testing process. While MCT programs may beneficially focus on eaching basic skills, there isaio evidence that the diploma sanction is necessary to achieve this focus. The MCT movement may have advanced the thinking of judges and legal scholars about standards of good educational praqice. These results of the MCT movement are not direct benekits of the-programs which have been implemented. The .educational standards articulated for MCT programs and the disproportionate racial impact of MCT require recognition that the problems of iacial discrimination still exist in the schools, and the fundamentals of good teaching and testing practices ace not always implemented. The promised benefits and goals of MCT are not yet realized. There-is no assurance that the programs are effective in increasing educational achievement since it ha's not been proven that the tests are accurate measures of such achievement. (CM)
Educator quality has become the predominant focus of recent education reform initiatives. Many di... more Educator quality has become the predominant focus of recent education reform initiatives. Many different