ERIC Number: ED392202
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
Open Enrollment's Impact on School Districts When Students with Disabilities Transfer Schools. Research Report No. 14. Enrollment Options for Students with Disabilities.
Lange, Cheryl M.; And Others
This qualitative study examined the impact of open enrollment policies in Minnesota on eight school districts with larger than average transfers of students with disabilities. A series of case studies investigated implementation issues, effects on special education programs, effects on decision making in funding and planning, perceptions and opinions of school personnel about open enrollment, and characteristics of districts that gain or lose students with disabilities through open enrollment. Results were complex, as enrollment size and program quality alone did not explain the gain or loss of students with disabilities through open enrollment. Administrators and teachers did not give wide endorsement to the idea that the quality of special education programs improved because of open enrollment. Improved communication between school personnel and families did seem to be a key issue in open enrollment. For those districts gaining students with disabilities, there were few negative outcomes; districts losing students with disabilities were losing a great deal. Several recommendations are offered for consideration when evaluating open enrollment and the participation of students with disabilities. (Contains 11 references.) (DB)
Descriptors: Case Studies, Disabilities, Educational Policy, Educational Trends, Elementary Secondary Education, Enrollment Influences, Free Choice Transfer Programs, Open Enrollment, Parent School Relationship, Program Implementation, Qualitative Research, School Choice, School Districts, Special Education, State Legislation, Transfer Policy, Transfer Students, Trend Analysis
University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($14).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Coll. of Education.
Note: For other reports in this series, see ED 343 361-364, ED 367 069, ED 367 103-109, EJ 507 975, and EC 304 634-636.