Literaturnachweis - Detailanzeige
Autor/inn/en | Allington, Richard L.; McGill-Franzen, Anne |
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Titel | Unintended Effects of Educational Reform in New York. |
Quelle | In: Educational Policy, 6 (1992) 4, S.397-414Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
Schlagwörter | Accountability; Disabilities; Educational Change; Elementary Education; Grade Repetition; Identification; Remedial Programs; School Effectiveness; State Action; New York |
Abstract | Examines trends in the incidence of retention, remediation, and identification of students as handicapped in 12 New York State elementary schools across a period of high-stakes assessment and public accountability (1978-79 to 1988-89). A significant increase in the proportion of children retained in grade or identified as handicapped occurred before the first mandated high-stakes assessments. Implications are discussed. (MLH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |