2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 68

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Autor/inn/en	Albus, Deb; Thurlow, Martha
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities. Technical Report 68
Quelle	(2013), (159 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; English Language Learners; Federal Legislation; Educational Legislation; Standardized Tests; Alternative Assessment; Academic Standards; Achievement Tests; Academic Achievement; Student Participation; Student Evaluation; Testing Accommodations; Achievement Gap; Language Proficiency; English (Second Language); Web Sites; Foreign Countries; Information Dissemination; Reports; American Indian Education; American Samoa; Federated States of Micronesia; Guam; Marshall Islands; Northern Mariana Islands; Palau; Puerto Rico; United States; Virgin Islands + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Web-Design; Ausland; Informationsverbreitung; Abschlussbericht; Berichten; Marshall-Inseln; USA; Jungferninseln
Abstract	This is the fourteenth report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate performance data at the state and district level. For the 2010-11 school year, 53 of the 61 states reported participation and performance data for students with disabilities for all general assessments within the ESEA accountability system. Fifty-one states reported participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) that were within the ESEA system. Information about state assessments outside of ESEA is also presented. Reporting for English Language Learners (ELLs) with disabilities also was examined in this report. Only four states reported both participation and performance for the general assessment for this group. More states (n = 20) reported both participation and performance data for ELLs with disabilities on the AA-AAS. Most states reported participation and performance data by individual grade and test for students with disabilities, though a few only reported data that merged grades or tests. Forty-seven of the regular states reported student performance by achievement level, and 39 reported the percent proficient. Many states reported data on accommodations use. This report also presents the results of an analysis of the ease of finding publicly reported data for students with disabilities on states' websites. This involved counting the number of mouse clicks that it took to arrive at public reports for the general and AA-AAS assessments on state department of education websites. For 33 of the regular states it took 1-2 clicks to find the general assessment information; 5 or more clicks were required in 11 states. The following appendices are included: (1) Example letter to Assessment Director and Special Education Director; (2) Example Verification Tables Sent to States; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and English Language Learners with Disabilities on Regular State Tests in the Fifty States and Unique States for 2010-2011; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States for 2010-2011; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Modified Achievement Standards (AAMAS) in the Fifty States and Unique States for 2010-2011; (6) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on English Language Proficiency Assessments for Fifty States and Unique States for 2010-2011; (7) Ways States Disaggregated Participation Data for Students with Disabilities for Regular Assessments; (8) How Participation was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (9) Participation "Reported by Grade and Test" for Students with Disabilities on Regular Assessments, 2010-2011; (10) Participation Reported "by Grade and Test" for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards (AA-AAS), 2010-2011; (11) Summary of How States Reported Participation Rates on the Alternate Assessment Based on Modified Achievement Standards (AA-MAS), 2010-2011; (12) Key for State and Unique State Abbreviations; (13) Ways States Disaggregated Performance Data for Students with Disabilities for Regular Assessments, 2010-11; (14) How Performance was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (15) How Performance Was Reported "by Grade and Test" for Students with Disabilities on Regular Assessments in the Fifty States and Unique States, 2010-2011; (16) How Performance Was Reported "by Grade and Test" for Students with Disabilities on the Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States, 2010-2011; (17) Number of States Reporting Different Accommodation Status Categories for Any Population, 2010-2011; (18) Number of States Reporting Participation and Performance by Accommodated Condition for Any Student Population; and (19) How States Reported Accommodations Data by Test and Grade for Participation and Performance, 2010-2011. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10