Participation and Performance of Students Receiving Special Education Services on Minnesota's Basic Standards Tests: Reading and Math, 1996 through 1998. State Assessment Series, Minnesota Report 18.

Autor/inn/en	Thompson, Sandra; Thurlow, Martha; Spicuzza, Rick; Parson, Lorien
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Participation and Performance of Students Receiving Special Education Services on Minnesota's Basic Standards Tests: Reading and Math, 1996 through 1998. State Assessment Series, Minnesota Report 18.
Quelle	(1999), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Achievement Tests; Disabilities; Educational Assessment; Grade 8; Individualized Education Programs; Junior High Schools; Mathematics Achievement; Mathematics Education; Reading Achievement; Reading Instruction; Special Education; State Programs; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Handicap; Behinderung; Education; assessment; Bewertungssystem; School year 08; 8. Schuljahr; Schuljahr 08; Individualized education program; Individualisierendes Lernen; Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Leseleistung; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Regierungsprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report provides an analysis and discussion of the participation and performance of eighth-grade students with disabilities on the 1996, 1997, and 1998 Minnesota Basic Standards Tests in Reading and Math. The data show significant increases in participation of students with and without disabilities. In particular, participation of students receiving special education services increased from 71 percent to 89 percent from 1996 to 1998 for the math tests, and from 69 percent to 89 percent from 1996 to 1998 for the reading tests. Students with a primary diagnosis of a learning disability had the highest participation rate in 1998, 97 percent, in both reading and math. The lowest number of participants included students with moderate to severe mental impairments. However, even this group, with participation of only 3 percent in 1996 and 1 percent in 1997, saw an increase of participation to 12 percent in 1998. The performance of students with Individualized Education Programs (IEPs) on the tests remained between 41 percent and 47 percent lower than that of students without IEPs. Appendices include federal requirements for participation in assessments and a list of allowable testing accommodations on the Basic Standards Tests. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($10). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC