Reporting Educational Results for Students with Disabilities.

Autor/inn/en	Erickson, Ron; Ysseldyke, Jim; Thurlow, Martha; Elliott, Judy
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Reporting Educational Results for Students with Disabilities.
Quelle	(1997) 8, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Compliance (Legal); Data Collection; Disabilities; Educational Assessment; Educational Policy; Elementary Secondary Education; Federal Legislation; Recordkeeping; Reports; State Programs; State Standards; Student Evaluation; Student Participation; Testing Accommodations; Testing Programs + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Bundesrecht; Leistungsnachweis; Abschlussbericht; Berichten; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report addresses issues concerned with reporting educational results for students with disabilities, identifies principles to guide reporting practices, and offers recommendations. The report notes that there are many purposes for reporting and that reporting information on students with disabilities is important because it ensures that they are included in the accountability system. The issue also presents data on the status of individual states in reporting assessment results for students with disabilities and in complying with reporting requirements of the Improving America's Schools Act and the reauthorized Individuals with Disabilities Education Act. The following assessment principles, derived from an analysis of current state practices, are proposed: (1) include data from all test takers in performance reports; (2) include rates of exclusion specific to students with disabilities and the reasons for the exclusion; (3) use consistent guidelines to calculate participation or exclusion rates; (4) maintain records which allow data for students with disabilities to be reported separately, overall, or by other breakdowns; (5) keep records on the types of testing accommodations provided; and (6) inform parents about reporting policies. States are also urged to report the academic performance of students with disabilities with the same regularity as students without disabilities. (DB)
Anmerkungen	NCEO, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-624-8561; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo ($3.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC