State Special Education Outcomes, 1999: A Report on State Activities at the End of the Century.

Autor/inn/en	Thompson, Sandra; Thurlow, Martha
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	State Special Education Outcomes, 1999: A Report on State Activities at the End of the Century.
Quelle	(1999), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Standards; Accountability; Alternative Assessment; Compliance (Legal); Data Collection; Disabilities; Educational Assessment; Educational Change; Educational Trends; Elementary Secondary Education; National Surveys; Outcomes of Education; Special Education; State Departments of Education; Student Participation + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsentwicklung; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultusministerium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This analysis of a survey of state directors of special education concerning special education outcomes highlights the following findings: (1) more students with disabilities are participating in statewide testing and states are better at documenting actual numbers participating; (2) high stakes attached to school or district performance and lack of exposure of students with disabilities to test content are factors that inhibit greater participation of students with disabilities; (3) most states are in the process of developing alternate assessments; (4) test results are used primarily for guiding statewide policy decisions, decisions to reform schools, and decisions about individual students; (5) strategies used most often by states to meet the assessment provisions of the Individuals with Disabilities Education Act 1997 (IDEA) are training and the dissemination of written policies; (6) state special education involvement in standards-based reform is highest for practices directly related to students with disabilities, such as aggregating results of alternate assessments with general assessment results; (7) lack of resources and inadequate assessments are seen as the greatest barriers to obtaining educational accountability information on students with disabilities; and (8) best practice information continues to lead the list of preferred technical assistance. Extensive data tables are included. Appendices provide additional information on state efforts to meet IDEA assessment requirements and standards-based reform activities. (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 E. River Road, Minneapolis, MN 55455 ($15). Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/nceo ($15).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC