State Special Education Outcomes: Longitudinal Trends in How States Are Assessing Educational Outcomes for Students with Disabilities, 1995.

Autor/inn/en	Erickson, Ron; und weitere
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	State Special Education Outcomes: Longitudinal Trends in How States Are Assessing Educational Outcomes for Students with Disabilities, 1995.
Quelle	(1996), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Accountability; Data Analysis; Data Collection; Disabilities; Educational Assessment; Educational Policy; Educational Trends; Elementary Secondary Education; Graduate Surveys; National Surveys; Needs Assessment; Outcomes of Education; Special Education; Student Evaluation; Student Participation; Testing Accommodations; Trend Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Auswertung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Bildungsentwicklung; Bedarfsermittlung; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Trendanalyse
Abstract	This report presents the results of the fifth annual survey of state activities in the assessment of educational outcomes for students with disabilities. The survey of state directors of special education requested information in the areas of federally reported data, assessment of outcomes, participation of students with disabilities in state assessments, and state technical assistance needs. Comparison with previous surveys identified the following trends: (1) more states reported collecting outcome-related data on students with disabilities in 1995 than in 1991, although fewer states collected post-school data; (2) the impetus for data collection and analysis has shifted toward accountability and public reporting; (3) access and analysis of data on the academic achievement of students with disabilities has not changed much over the years (many state directors did not know whether the scores for students with disabilities could be disaggregated from assessment databases); (4) the primary barrier to more states being able to enact such analyses appeared to be a limitation of resources; and (5) more states have policies governing participation and accommodations in testing programs. The report contains 10 tables and 19 figures detailing state data. (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-626-1530; fax: 612-624-0879 ($15).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01