ERIC Number: ED344893
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
National Survey of State Practices in Assessment of Educational Outcomes for Students with Disabilities.
Shriner, James G.; And Others
The purposes of the survey described in this paper were to: (1) produce a database on state efforts to develop systems for assessing educational outcomes; (2) assess state needs for solutions to technical and implementation problems; (3) identify important state-level information and existing databases; and (4) assess efforts to design a comprehensive system of indicators in general and special education. Fifty-nine interviews with administrators in the 50 states and 9 areas (territories and the District of Columbia) provided information on state practices. Overall, the survey confirms that considerable state and local resources are being directed to outcomes assessment for students with disabilities. Generally, the emphasis has been on documenting the process, rather than the results, of education. Participation and exit data are being collected and may provide valuable information. State-level outcomes information is usually generated from large-scale assessments in which the participation of students with mild disabilities is not separately reported. States are looking for clarification about expectations and requirements for a new emphasis on outcomes as they face demands for increased accountability. Twelve tables and six figures present survey findings. (SLD)
Descriptors: Accountability, Administrators, Databases, Disabilities, Educational Assessment, Educational Indicators, Elementary School Students, Elementary Secondary Education, Evaluation Methods, Interviews, National Surveys, Needs Assessment, Outcomes of Education, Secondary School Students, Special Education, State Programs, Statewide Planning
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Assessment of Educ Outcomes for Stu with Disabil; Large Scale Programs
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).