Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs. Synthesis Report 23.

Autor/inn/en	Erickson, Ron; und weitere
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs. Synthesis Report 23.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Data Analysis; Data Collection; Disabilities; Educational Assessment; Educational Change; Educational Policy; Educational Practices; Elementary Secondary Education; Inclusive Schools; Mainstreaming; Outcomes of Education; Policy Formation; State Standards; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Auswertung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Inclusive school; Integrative Schule; Lernleistung; Schulerfolg; Politische Betätigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report evaluates the degree to which current assessment practices and programs include students with disabilities. It notes the difficulty of accurately determining the participation of students with disabilities in large-scale assessment programs due to a lack of data, differing definitions of eligible testing populations, and the misalignment of data collection efforts and data management responsibilities. Specific recommendations are provided for both policymakers and local practitioners and administrators. These include identifying students with disabilities in statewide assessment programs; standardizing procedures for calculating participation rates; improving communication between state special education and assessment offices; asking good questions about state and district assessment practices; helping parents understand the importance of participating in assessment programs; and evaluating current district and state policies on participation and accommodations in assessment programs. (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; telephone: 612-626-1530; fax: 612-624-0879 ($5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01