Graduation Policies for Students with Disabilities Who Participate in States' General Assessments. Synthesis Report 98

Autor/inn/en	Thurlow, Martha L.; Albus, Debra A.; Lazarus, Sheryl S.
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	Graduation Policies for Students with Disabilities Who Participate in States' General Assessments. Synthesis Report 98
Quelle	(2015), (133 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Synthesis; Disabilities; Educational Policy; Graduation Requirements; Investigations; High School Graduates; Student Certification; Inclusion; Exit Examinations; State Standards; State Surveys; State Policy; Comparative Analysis; Correlation; Evaluation Criteria; Educational Resources; Course Descriptions; Statistical Data; Tables (Data); Testing Programs; Special Education; United States + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Politics of education; Bildungspolitik; Abschlussordnung; Untersuchung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schulzeugnis; Inklusion; Final examination; Abschlussprüfung; Korrelation; Bildungsmittel; Kursstrukturplan; Tabelle; Special needs education; Sonderpädagogik; Sonderschulwesen; USA
Abstract	Graduation requirements and diploma options for students with disabilities who participate in the general assessment has been a topic of interest for many years. The recent push for all students, including those with disabilities, to leave school ready for college and career has heightened the importance of understanding what states are requiring of students with disabilities to earn a regular diploma. This investigation explored states' 2014-15 requirements for those students with disabilities who participate in the general assessment to earn a regular diploma, and compared the requirements held for them to the requirements held for their peers. The authors examined both the course requirements and, in those states that had them, the exit assessment requirements. Overall, they found that only 14 states held the same graduation requirements for their students with disabilities and their peers. Nine of these states had only course requirements for graduation with a regular diploma, and five of them had both course requirements and exit assessment requirements. When looking at course requirements only, 30 of the 51 states had requirements for their students with disabilities that were not the same as those for their peers. When looking at exit assessment requirements only, 19 of the 27 states held less rigorous requirements for their students with disabilities compared to their peers. Continued attention needs to be given to the graduation requirements for all students, but particularly those students with disabilities who participate in states' general assessments. This attention also must address meeting their instructional needs, and providing appropriate access and accommodations. Appended to the report are: (1) State Resources on Graduation Requirements; (2) Alabama Graduation Requirements for Students Earning a Regular Diploma; (3) State Course Requirements for Graduation with a Regular Diploma; and (4) State Exit Assessments Requirements for Graduation with a Regular Diploma. (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01