Alternate Achievement Standards and Assessments: A Descriptive Investigation of 16 States

Autor/inn/en	Kohl, Frances L.; McLaughlin, Margaret J.; Nagle, Katherine
Titel	Alternate Achievement Standards and Assessments: A Descriptive Investigation of 16 States
Quelle	In: Exceptional Children, 73 (2006) 1, S.107 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Federal Legislation; Disabilities; Quality Control; Alternative Assessment; Interviews; Questionnaires; State Standards; Academic Standards + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Qualitätskontrolle; Interviewing; Interviewtechnik; Fragebogen
Abstract	Since the implementation of the No Child Left Behind Act of 2001 states have experienced continual change in how they define and implement alternate assessments. A subset of 16 states was randomly selected to determine how each state is implementing alternate assessments and achievement standards for students with the most significant cognitive disabilities. Telephone interviews were conducted from January to August 2005, and a 32-item questionnaire was used to collect information on alternate assessment procedures. This article focuses on the ways states are interpreting how students with the most significant cognitive disabilities are held to the same content standards as their peers without disabilities, whether states exert quality control over the administration of the alternate assessments, and the costs of implementing alternate assessments. (Contains 7 figures and 1 table.) (Author).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10