Educational Accountability in Day Treatment and Residential Schools for Students with Emotional and Behavioral Disorders: Report on a National Survey. EPRRI Issue Brief Three.

Autor/inn/en	Gagnon, Joseph Calvin; McLaughlin, Margaret J.; Leone, Peter
Institution	Maryland Univ., College Park. Inst. for the Study of Exceptional Children and Youth.
Titel	Educational Accountability in Day Treatment and Residential Schools for Students with Emotional and Behavioral Disorders: Report on a National Survey. EPRRI Issue Brief Three.
Quelle	Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Bldg (2003) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Accountability; Alternative Assessment; Behavior Disorders; Curriculum Evaluation; Educational Assessment; Educational Practices; Elementary Education; Emotional Disturbances; Evaluation Methods; Residential Schools; Special Schools; Student Evaluation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Education; assessment; Bewertungssystem; Bildungspraxis; Elementarunterricht; Gefühlsstörung; Heimschule; Special school; Sonderschule; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This issue brief reports on accountability policies and practices for elementary students with emotional and behavioral disorders in private and public day treatment and residential schools. Between January 2001 and March 2002, a study was conducted of these schools, gathering responses from 271 principals and 229 teachers. Major findings included: (1) the majority of respondents used assessments required by the local district and/or state as their primary accountability tool. However, approximately 30% of teachers and 20% of principals relied on teacher-selected assessments and another 11% used assessments developed by the school; (2) more than half of the teachers and principals whose schools used local district and/or state assessments reported that between 81-100% of students participated; (3) respondents from 31 states reported that state standardized norm-referenced or criterion-referenced assessments were available as alternate assessments; (4) more than 80% of respondents reported a school assessment accommodation policy, most often based on state or district guidelines; (5) assessment results were most commonly reported to parents, guardians, and teachers, and maintained in each student's file; (6) assessment results were most often used to adjust instruction or curriculum and identify areas where school performance was acceptable or needed improvement. (Contains 18 references.) (CR)
Anmerkungen	Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Bldg., College Park, MD 20742-1161. Tel: 301-405-6509; Fax: 301-314-9158; Web site: http://www.eprri.org. For full text: http://www.eprri.org/PDFs/IB3.pdf.
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01