Next Generation State High School Assessment and Accountability: Students with Disabilities. Measures That Matter

Autor/inn/en	McLaughlin, Margaret J.; Hoffman, Amanda; Miceli, Meredith; Krezmien, Michael
Institution	Achieve, Inc.; Education Trust
Titel	Next Generation State High School Assessment and Accountability: Students with Disabilities. Measures That Matter
Quelle	(2008), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Student Evaluation; Accountability; High School Students; Educational Policy; Inclusion; Self Determination; Self Advocacy; Educational Legislation; Federal Legislation; Curriculum; Teaching Methods; Models; Academic Achievement; Standards; Student Characteristics; Racial Differences; Ethnicity; Equal Education; Individualized Education Programs; Family Income; Institutional Characteristics; Student Placement; Course Selection (Students); Elementary Secondary Education; Graduation Requirements; Postsecondary Education; Employment Level; Academic Accommodations (Disabilities); Alternative Assessment; Transitional Programs; Secondary School Students; Educational Change; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulnote; Studentische Bewertung; Verantwortung; High school; High schools; Oberschule; Politics of education; Bildungspolitik; Inklusion; Selbstbestimmung; Selbstbehauptung; Bildungsrecht; Schulgesetz; Bundesrecht; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Schulleistung; Standard; Rassenunterschied; Ethnizität; Individualized education program; Individualisierendes Lernen; Familieneinkommen; Schülerpraktikum; Course selection; Kurswahl; Abschlussordnung; Post-secondary education; Tertiäre Bildung; Beschäftigungsgrad; Sekundarschüler; Bildungsreform
Abstract	Students with disabilities represent a relatively small but important group of students in U.S. high schools. The education of these students is heavily influenced by federal and state law as well as by longstanding beliefs about the purpose of education and the extreme heterogeneity of the population. Until recently, general educational policies were designed with little regard for the subgroup of students with disabilities. Inclusive accountability models must accommodate seemingly incompatible notions of standards, content and achievement, and individualization. In the first section of this report the authors present the core policies that guide all disability policy development and the options for considering how to build an inclusive accountability system. In the following sections of this paper they describe in greater detail, policies and policy issues that arise when including students with disabilities in high stakes standards-driven accountability. This includes an overview of the characteristics of secondary students with disabilities and their current educational experiences, achievement, and educational outcomes. The authors also discuss educational laws and other policies and practices that will need to inform any new assessment and accountability models. Finally, they elaborate upon the options presented for meaningfully including all students with disabilities in any new high school accountability model. (ERIC).
Anmerkungen	Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01