Characteristics of Students Who Participate in Kentucky's Testing System under Various Conditions. State Assessment Series, Maryland/Kentucky Report 4.

Autor/inn/en	Ysseldyke, Jim; Thurlow, Martha; Bielinski, John; Trimble, Scott; Hill, Kevin; Wickheiser, John; Bussell, Ellen
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Kentucky State Dept. of Education, Frankfort. Bureau of Vocational Education.
Titel	Characteristics of Students Who Participate in Kentucky's Testing System under Various Conditions. State Assessment Series, Maryland/Kentucky Report 4.
Quelle	(1999), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Black Students; Disabilities; Educational Assessment; Elementary Secondary Education; Outcomes of Education; Racial Differences; Sex Differences; Standardized Tests; State Programs; Student Participation; Tables (Data); Testing Accommodations; White Students; Kentucky + Suchen Sie Ihr Suchwort? Verantwortung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Rassenunterschied; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test; Regierungsprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Tabelle; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study used data from the Kentucky Instructional Results Information System (KIRIS) to evaluate the participation of students with disabilities in the state's comprehensive assessment system. Data on students in grades 4, 8, and 11 during the academic years 1994-1995 through 1996-1997 were collected and analyzed. Results are reported in terms of the following factors: (1) characteristics of students receiving accommodations (70 percent were male, 85 percent European American, 12 percent African American, and 88 to 95 percent had a disability); (2) characteristics of typical students participating in KIRIS with accommodations (most were European American males with a specific learning disability); (3) rates at which groups participate in KIRIS with accommodations (African Americans were more likely than European Americans to receive an accommodation although European Americans with disabilities were more likely than African Americans with disabilities to receive accommodations); and (4) which accommodations are used, and by whom (the most common accommodation was oral reading of the assessment and the least common was use of an interpreter). A concluding section notes trends such as greater use of accommodations in grade 4 than in grades 8 or 11 and greater use of accommodations in 1996-1997 than in previous years. Thirteen tables detail the study's findings. (DB)
Anmerkungen	NCEO Publications Office, 350 Elliott Hall, 75 E. River Road, Minneapolis, MN 55455 ($8). Tel: 612-624-8561; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/nceo.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC