A Study of States' Monitoring and Improvement Practices under the Individuals with Disabilities Education Act. NCSER 2011-3001

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Autor/inn/en	Bollmer, Julie; Cronin, Roberta; Brauen, Marsha; Howell, Bethany; Fletcher, Philip; Gonin, Rene; Jenkins, Frank
Institution	National Center for Special Education Research (ED)
Titel	A Study of States' Monitoring and Improvement Practices under the Individuals with Disabilities Education Act. NCSER 2011-3001
Quelle	(2010), (210 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Needs; Early Intervention; Disabilities; Data Collection; Special Education; Educational Legislation; Federal Legislation; Educational Research; Outcomes of Education; Compliance (Legal); Public Education; Mail Surveys; Educational Improvement; Item Response Theory; Rating Scales; Models; Evaluation Methods; Elementary Secondary Education; Program Implementation; Program Administration + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Handicap; Behinderung; Data capture; Datensammlung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Öffentliche Erziehung; Erhebungsinstrument; Teaching improvement; Unterrichtsentwicklung; Item-Response-Theorie; Rating-Skala; Analogiemodell
Abstract	The Study of Monitoring and Improvement Practices under the Individuals with Disabilities Education Act (IDEA) examined how states monitored the implementation of IDEA by local special education and early intervention services programs. State monitoring and improvement practices in 2004-05 and 2006-07 were the focus of the study. Prior to the mid-1970's, Congress found that the special education needs of the 8 million children with disabilities were not being met (Education of All Handicapped Children Act of 1975) (P.L. 94-142). To meet the educational needs of these children, Congress, in 1975, enacted the Education for All Handicapped Children Act (EHA). In 2004, the Office of Special Education Programs (OSEP) contracted with Westat to conduct a 5-year study of states' monitoring and improvement practices under IDEA. Until 2004, there had been no independent and systematic examination of monitoring systems across the states. In OSEP's view, such an examination of monitoring systems could inform its efforts to provide monitoring guidance to states and, thus, enable it to better carry out its responsibilities under the act. The study had the following three objectives: (1) To provide a description of the nature and scope of states' monitoring systems; (2) To describe states' monitoring systems at two points in time; and (3) To create a framework to describe state monitoring systems. In 2006, the study was transferred from OSEP to the National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES). However, the primary purpose of this report remains to provide OSEP with information on states' Part B and Part C monitoring systems. This report presents the findings from the study. Chapter 2 provides a brief history of the IDEA monitoring requirement as it relates to this study; chapter 3 provides a discussion of how a framework for state monitoring was developed; chapter 4 describes the methods for obtaining information about states' Part B and Part C monitoring systems; chapter 5 presents the findings from the site visit data collection efforts; and chapter 6 presents a summary of the key findings from the study. Appendices include: (1) List of Acronyms; (2) Framework Key Characteristics and Elements; (3) Element Rating Instructions; (4) Site Visit Documentation Checklist; (5) Site Visit Interview Probes; (6) Reliability of the Site Visit Data Collection; (7) Description of Rasch Analysis; and (8) Development of Component Scores. (Contains 45 tables, 6 figures and 54 footnotes.) (ERIC).
Anmerkungen	National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10