Are We There Yet? Accountability for the Performance of Students with Disabilities. Technical Report. [Report No.: NCEO-33

Autor/inn/en	Bolt, Sara; Krentz, Jane; Thurlow, Martha
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	Are We There Yet? Accountability for the Performance of Students with Disabilities. Technical Report. [Report No.: NCEO-33
Quelle	(2002), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Attitudes toward Disabilities; Educational Assessment; Educational Policy; Elementary Secondary Education; Evaluation Methods; Inclusive Schools; Outcomes of Education; State Departments of Education; Student Evaluation; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Inclusive school; Integrative Schule; Lernleistung; Schulerfolg; Kultusministerium; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Accountability systems that provide rewards, sanctions, or assistance to schools based on student achievement outcomes are currently being developed and implemented in nearly every state. The purpose of this study was to identify and describe these systems, as well as to determine the degree to which publicly available documents clearly articulate whether students with disabilities are included in accountability calculations. A search was conducted on each state educational agency Web site for information pertaining to school-level accountability. State accountability and Title I directors were also contacted to provide additional information. Results indicate that many systems are currently in a stage of revision. Primary indicators in current school accountability systems include student performance on statewide assessments, performance growth on statewide assessments, attendance rates, and dropout rates. Although it was often clear that students with disabilities participated in statewide assessments, it was frequently less clear whether their scores count in school accountability calculations. Only in Delaware, Kentucky, South Carolina, and Vermont was it entirely clear that all students with disabilities truly count in the determination of consequences for schools. An appendix includes excerpts from inclusion policies for students with disabilities in accountability systems from four states representing full inclusion practices. (Contains 10 references.) (Author/CR)
Anmerkungen	National Center on Educational Outcomes, Univ. of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($15). Tel: 612-624-8561; Fax: 612-624-0879; e-mail: nceo@umn.edu. For full text: http://www.education.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01