A Disability Perspective on Five Years of Education Reform. Synthesis Report 22.

Autor/inn/en	Geenen, Kristin; und weitere
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	A Disability Perspective on Five Years of Education Reform. Synthesis Report 22.
Quelle	(1995), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Standards; Accountability; Alternative Assessment; Data Collection; Disabilities; Educational Assessment; Educational Change; Educational Objectives; Educational Policy; Educational Trends; Elementary Secondary Education; Longitudinal Studies; National Programs; National Standards; National Surveys; Outcomes of Education; Postsecondary Education; State Standards; Student Participation; Testing Accommodations; Trend Analysis; Connecticut; Louisiana; New York + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; nicht übertragen; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Trendanalyse
Abstract	This monograph summarizes educational policy trends of the past 5 years in terms of their implications for the educational outcomes of students with disabilities. The first section reviews the gradual development of federal and state policies concerning goal and standard-setting activities, accountability, and large-scale and alternative assessments. The second section examines the participation of students with disabilities in major national and selected state data collection programs, including the National Assessment of Educational Progress; the National Longitudinal Transition Study; the National Education Longitudinal Study of 1988; the National Adult Literacy Survey; the Early Childhood Longitudinal Study; and state assessments in Connecticut, Louisiana, and New York. The final section evaluates data on educational outcomes for students with disabilities at the national and state levels by academic level (preschool, elementary, middle school, secondary, and postsecondary) using the National Center on Educational Outcomes conceptual model. Student educational outcomes were found to be a function of disability type and programming. A conclusion stresses the paucity of data on the educational outcomes of students with disabilities and urges the participation and accommodation of students with disabilities in national and state assessments. (Contains 63 references.) (DB)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC