Literaturnachweis - Detailanzeige
| Autor/inn/en | Bielinski, John; Ysseldyke, Jim |
|---|---|
| Titel | Factors That Lead to Misinterpretation of Trends in the Large-Scale Test Performance of Students with Disabilities: Data-Based Examples. |
| Quelle | (2000), (34 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Achievement Tests; Disabilities; Educational Trends; Elementary Secondary Education; Regular and Special Education Relationship; State Programs; Student Evaluation; Test Interpretation; Test Results; Testing Programs |
| Abstract | The 1997 reauthorization of the Individuals with Disabilities Act (IDEA) included provisions specifying that states and districts must include students with disabilities in their assessment systems with reasonable accommodations, that states report on the performance of students with disabilities with the same detail and frequency they report on the performance of regular education students. Using a large longitudinal database, this study examined the effect that transitions between regular education and special education across grades had on performance trends for the special education population. The study also examined the effect that changes in exemption rates across grades for students with disabilities had on performance trends. Findings show that the highest achieving special education students left special education and were replaced by the lowest performing regular education students. The result was a substantial increase in the performance gap between regular education and special education students across grades. Furthermore, the reduction in exemption rates from testing at higher grades added to the size of the gap. (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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