Accountability for Students with Disabilities Who Receive Special Education: Characteristics of the Subgroup of Students with Disabilities. A Summary of Quantitative Findings from the Educational Policy Reform Research Institute (EPRRI). Topical Review Seven (original) (raw)
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This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. During the late 1980s and 1990s, many states passed legislation requiring school systems to be more accountable for students' learning. However, the impetus for the most recent changes in state accountability systems originated in state responses to federal concerns about the quality and equity of public education. These concerns can be considered as the next phase of the standards-based reform movement.
Students with Disabilities and Accountability Reform: Findings from the Maryland Case Study
Educational Policy Reform Research Institute, 2007
This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. During the late 1980s and 1990s, many states passed legislation requiring school systems to be more accountable for students' learning. However, the impetus for the most recent changes in state accountability systems originated in state responses to federal concerns about the quality and equity of public education. These concerns can be considered as the next phase of the standards-based reform movement.
Are We There Yet? Accountability for the Performance of Students with Disabilities
All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Bolt, S., Krentz, J., & Thurlow, M. (2002). Are we there yet? Accountabil-ity for the performance of students with disabilities (Technical Report 33). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
National Center on Educational Outcomes, University of Minnesota, 2008
Abstract: Building on research and practice, the National Center on Educational Outcomes (NCEO) has revisited and updated its 2001 document that identified principles and characteristics that underlie inclusive assessment and accountability systems. This report on a principled approach to accountability assessments for students with disabilities reflects lessons learned during the past seven years, presenting six core principles:(1) All students are included in ways that hold schools accountable for their learning;(2) Assessments ...
Teachers College Record: The Voice of Scholarship in Education, 2016
High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of No Child Left Behind (NCLB) in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and themselves. These test-based pressures have altered educational practices in significant ways for all students, but especially for students with disabilities. The goal of this article is to briefly describe the educational climate for students with disabilities, focusing on emergent federal policies that have had the contradictory effect of expanding and narrowing learning opportunities for students. This article provides the backdrop for the volume by introducing the reader to the general characteristics of our special education population, discussing the past and current federal policies guiding their education, and offe...
On the Road to Accountability: Reporting Outcomes for Students with Disabilities. Technical Report
2001
This fourth annual study reports on state practices in 1999-2000 concerning reporting on the participation and performance of students with disabilities in statewide assessments. Unlike previous reports, the unit of analysis was the state assessments rather than all publicly available print reports. The report describes the assessment systems used in each state and whether the state publicly reports participation and performance for students with disabilities on each test. It also provides participation data when available and data on the performance gap between students with disabilities and the total population. Only 16 states reported participation and performance results for students with disabilities on all of their tests, although 15 additional states provided this data for some tests. Most states that reported disaggregated performance results also reported disaggregated participation results. Six recommendations include: (1) provide data no more than 6 months after test administration; (2) establish reporting practices consistent with the Individuals with Disabilities Education Act; and (3) report the number and percent of students with disabilities using accommodations. Appendices provide the sample verification table and disaggregated participation information. (DB) Reproductions supplied by EDRS are the best that can be made from the ori inal document.