Project ALIGN: Supporting Data-based Decision Making To Align the Intent and Implementation of IDEA with the Goals of National Education Reform. Final Report Submitted upon the Conclusion of Project.

Autor/inn/en	Oswald, Donald P.; Coutinho, Martha J.
Institution	Virginia Commonwealth Univ., Richmond.
Titel	Project ALIGN: Supporting Data-based Decision Making To Align the Intent and Implementation of IDEA with the Goals of National Education Reform. Final Report Submitted upon the Conclusion of Project.
Quelle	(1997), (119 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Disability Identification; Educational Policy; Elementary Secondary Education; Ethnicity; Federal Aid; Federal Programs; High School Graduates; High Schools; Public Policy; Racial Factors; Socioeconomic Influences; Special Education; State Aid; State Federal Aid; Strategic Planning; Student Educational Objectives; Student Placement; Transitional Programs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Politics of education; Bildungspolitik; Ethnizität; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Öffentliche Ordnung; Sozioökonomischer Faktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Strategy; Planning; Strategie; Planung; Schülerpraktikum
Abstract	This final report discusses the outcomes of a policy research study designed to improve decision making during the reauthorization of the Individuals with Disabilities Education Act (IDEA). Issues were identified and policy briefs were developed on: (1) the federal financial formula for special education; (2) the role of economic and demographic factors in school completion rates for children with disabilities; (3) the role of economic and demographic factors in placement in regular classes; (4) leaving school--transition planning; and (5) state funding formulas. Extant database analyses and state key personnel interviews investigated implications for policies related to these issues. At the state level, results indicated that placement rates in regular class settings were related to ethnicity. With respect to transition services, the data suggest that the mandate to implement transition planning at age 16 was associated with a decline in dropout rates. With respect to funding and distribution formulas, the data did not support a particular formula or approach as a means to assure that children with disabilities are provided both a free and appropriate public education and services in the least restrictive environment. The five policy briefs and six state close-up profiles are attached. (Each policy brief includes references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC