Author: Mitzi Lee MoorePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
Book Description
The Effects of Increased Accountability Standards on Graduation Rates for Students with Disabilities
Author: Mitzi Lee MoorePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
Book Description
Educating One and All
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Redesigning Accountability Systems for Education
Author: Susan H. FuhrmanPublisher: Teachers College Press
ISBN: 0807775398
Category : Education
Languages : en
Pages : 12
Book Description
An Examination of the Relationship Between Inclusion of Students with Disabilities in General Education Classrooms and Student Success as Measured by Public School District Graduation Rates, Dropout Rates, and ACT Mathematics Performance
Author: Renee Anne RudloffPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 117
Book Description
The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to research, subgroups such as students with disabilities have historically underperformed on state assessments (Darling-Hammond & Rustique-Forrester, 2005; Eckes & Swando, 2009). Measuring their progress holds the school district, teachers, and students accountable for the results, thereby raising expectations, improving teaching, and increasing learning. In Michigan, students seeking a standard diploma must meet rigorous curriculum standards, which include Algebra I and Algebra II (MDE-MMC, 2012). Additionally, Michigan public school students take a battery of state-mandated assessments, including the ACT in their 11th grade school year. To provide exposure to these courses, students with disabilities are placed in general education classrooms to receive the same instruction as their non-disabled peers (IDEIA, 2004). The term inclusion describes this arrangement, consistent with the terminology stated in Section 612(a) (5) (a) of IDEIA (2004). With graduation tied to rigorous curriculum requirements, high-stakes testing, and greater stipulations to receive a school diploma, engaging students with disabilities at the secondary level through inclusion has become a priority (Bost & Riccomini, 2006; Christenson, & Thurlow, 2004; Johnson, Stout, & Thurlow, 2009; Mastropieri & Scruggs, 2001; Thurlow & Johnson, 2000). The purpose of this quantitative study was to examine the relationship between the percentage of time students with disabilities spend in general education classrooms and student success. Student success was measured by a school district's graduation rate, dropout rate, and ACT Mathematic mean score. The theoretical foundation for this study was Vygotsky's social development theory. A Pearson product-moment analysis was used to identify relationship(s) between the percentage of time students with disabilities spend in general education classrooms and the district's graduation rate, dropout rate, and ACT mathematic mean score. Additionally, a regression analysis was used to analyze the relationship between the aggregate of factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. Finally, a paired t-test was used to determine if significant differences existed between 2006-2007 and 2010-2011 school years. The Pearson product-moment findings indicated that the percentage of time students with disabilities spend in general education classrooms had a positive relationship with a district's graduation rate and ACT mathematic mean score. Additionally, the regression findings indicated that a relationship exists between factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. The paired t-test found a significant difference in graduation rate, dropout rate, and ACT mathematic mean score between 2006-2007 and 2010-2011. The graduation rate decreased, dropout rate decreased, and ACT mathematic mean scores increased. The findings revealed that increasing the percentage of time students with disabilities spend in general education classrooms may result in higher ACT mathematic means and lower dropout rates. However, findings may also suggest that students with disabilities need more than four years to graduate with a standard diploma.
School Accountability
Author: Williamson M. EversPublisher: Hoover Inst Press Publication
ISBN:
Category : Education
Languages : en
Pages : 216
Book Description
Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Students with Disabilities Can Meet Accountability Standards
Author: John O'ConnorPublisher: Rlpg/Galleys
ISBN:
Category : Education
Languages : en
Pages : 172
Book Description
This book provides a road map for all school leaders as they attempt to improve the achievement of students with disabilities. In today's accountability system, school personnel are responsible for ensuring that all groups of students, including studentswith disabilities, show sufficient progress. If the disability subgroup fails to meet accountability standards, then the school (and the district) can be labeled as a "needs improvement" school. This book is designed for principals, assistant principals, general educators and special educators. It focuses on two main goals. First, it clearly.
Large-scale Assessment and Accountability Systems
Author: James E. YsseldykePublisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 26
Book Description
Building on Results
Author: United States. Department of EducationPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 24
Book Description
Building on Results
Author: Publisher: DIANE Publishing
ISBN: 9781422324639
Category : Academic achievement
Languages : en
Pages : 46
Book Description
Special Education in Contemporary Society
Author: Richard M. GargiuloPublisher: SAGE
ISBN: 1412988934
Category : Education
Languages : en
Pages : 729
Book Description
Special Education in Contemporary Society: An Introduction to Exceptionality is designed for use by preservice and inservice teachers who will teach students with special needs in the general classroom. The text provides a rare glimpse into the lives of persons with exceptionalities, including their families and teachers. Focusing on human exceptionalities across the life span, the text employs a traditional organization beginning with four foundations chapters that introduce teachers to special education, followed by 10 "categorical" chapters each on a different "disability." Each categorical chapter features sections on transition, cultural diversity, technology, instructional strategies, and family considerations.