Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities: Results 2007-2009. NCES 2011-457

Autor/in	Kitmitto, Sami
Institution	National Center for Education Statistics (ED)
Titel	Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities: Results 2007-2009. NCES 2011-457
Quelle	(2011), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Inclusion; Disabilities; National Competency Tests; Methods; Student Characteristics; Public Schools; Change; Comparative Analysis; Mathematics Tests; Reading Tests; Testing Accommodations; Grade 8; Grade 4; Predictive Measurement; Regression (Statistics); Predictor Variables; Models; Student Participation; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Method; Methode; Public school; Öffentliche Schule; Wandel; Lesetest; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Prädiktor; Analogiemodell; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The National Center for Education Statistics (NCES) continues to be interested in addressing the issue identified by the Government Accountability Office (GAO). With the release of the 2009 National Assessment of Educational Progress (NAEP) reading and mathematics assessments, NCES again had the opportunity to measure the status and change in inclusion rates and, hence, conducted this update to the 2009 report. Additionally, while the general methodology did not change, the specification of the statistical model changed slightly. First, changes in the background information that NAEP collects on students with disabilities meant that one of the control factors that had been used in the previous report was not available in the 2009 administration and therefore was not used in the model. Second, efforts were made to re-specify the statistical model to better handle student observations with missing background information. This report is limited to the discussion and application of methods for measuring change in state-level inclusion rates. Though the focus of this study is on change over 2007-09, results from 2005-07 were re-calculated with the updated model. Changes in inclusion for 2005-07 and 2005-09 are presented with the 2007-09 results for comparative purposes. This report starts with a brief introduction to the inclusion of students with disabilities on NAEP and motivation for the methodology used in this study. Next is a discussion of the variability of inclusion rates across states and across student characteristics. This is followed by a discussion of variability of student characteristics across states and time. The core methodology for measuring change is then introduced as well as a measure of inclusiveness, or "status measure," in the initial year over which change is measured. The status measure provides context for understanding the change measure. An illustrated example is then provided. The remainder of the report is devoted to a summary of results for 2007-09 and a comparison of change over 2005-07 to change over 2007-09. The consistency of change across subjects (mathematics and reading), grades (4 and 8), and time periods (2005-07, 2007-09, and 2005-09) is explored at the end of the report. Appended are: (1) Mathematics Results--2007-09; (2) Reading Results--2007-09; (3) Supporting Tables; and (4) Caveats. (Contains 14 tables, 20 figures and 1 endnote.) (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10