Accountability Frameworks and Children with Disabilities: A Test of Assumptions about Improving Public Education for All Students

Autor/inn/en	McLaughlin, Margaret J.; Rhim, Lauren Morando
Titel	Accountability Frameworks and Children with Disabilities: A Test of Assumptions about Improving Public Education for All Students
Quelle	In: International Journal of Disability, Development and Education, 54 (2007) 1, S.25-49 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Attitudes toward Disabilities; Public Education; Charter Schools; Accountability; Educational Change; Academic Accommodations (Disabilities); Special Education; Policy Analysis; Meta Analysis; Benchmarking; Educational Indicators; Educational Assessment; Children; United States + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Charter school; Charter-Schule; Verantwortung; Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Politikfeldanalyse; Meta-analysis; Metaanalyse; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Child; Kind; Kinder; USA
Abstract	Holding public schools accountable for students' academic achievement is the centerpiece of educational reform policies in the United States (U.S.). Two dominant accountability frameworks are standards-driven and market-driven. A significant challenge associated with these 2 frameworks is how to include children with disabilities. We assert that including children with disabilities is 1 indicator of whether these accountability frameworks are fulfilling their potential. We synthesise 15 years of research on accountability frameworks, both standards-driven and market-driven, particularly as reflected in charter schools, and we examine how these accountability frameworks have addressed the needs of children with disabilities in the U.S. We discuss implications of our findings for the U.S. and other countries where accountability frameworks are being considered as a strategy to improve public schools and academic outcomes for all students. (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10