ERIC Number: ED394269
Record Type: RIE
Publication Date: 1995-Nov
Reference Count: N/A
All Students, Same Test, Same Standards: What the New Title I Legislation Will Mean for the Educational Assessment of Special Education Students.
Phillips, S. E.
This policy paper outlines the impact that recent Title I legislation, which requires states to hold all students to the "same expectations," will have on state and local district evaluation plans, especially as regards students with disabilities. It notes the conflict between two educational goals: that of full inclusion of students with disabilities in all educational opportunities and that of the need to maintain educational standards. Issues in documenting cognitive (rather than physical) disabilities are raised and the possibilities that accommodations can grant unfair advantages to students so classified are considered. Relevant court decisions are reviewed as are requirements of the Americans with Disabilities Act and the Individuals with Disabilities Education Act. Policy implications suggest that requests for testing accommodations may not be automatically denied but must be evaluated carefully, and procedural safeguards must be followed at every step. The value of having detailed policies and written procedures is stressed. In the case of cognitive disabilities, recent confirmation can be required and any allowances granted should be specifically related to the disability and not affect test validity. Advantages and disadvantages of adding notations to test scores where accommodations have been granted are briefly considered. Care in balancing the policy goal of maximum participation by students with disabilities against the need to provide valid and interpretable student test scores is urged. (DB)
Descriptors: Academic Standards, Civil Rights Legislation, Compliance (Legal), Court Litigation, Disabilities, Due Process, Educational Assessment, Educational Legislation, Educational Policy, Elementary Secondary Education, Federal Legislation, Mental Retardation, Minimum Competency Testing, Student Participation, Test Validity, Testing Accommodations
North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60521-1480 ($3.95).
Publication Type: Opinion Papers
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: North Central Regional Educational Lab., Oak Brook, IL.
Identifiers: Elementary Secondary Education Act Title I