ERIC Number: ED347769
Record Type: RIE
Publication Date: 1992-Mar
Inclusion of Students with Disabilities in National and State Data Collection Programs. Technical Report 2.
McGrew, Kevin S.; And Others
This report examines the extent to which individuals with disabilities are involved in national and state data collection programs that play a pivotal role in reform efforts focusing on measurement of educational indicators. Thirty national data collection programs were identified and 9 of the 30 are reviewed. The extent to which students with disabilities are included in state outcomes assessment activities was evaluated through a survey of state directors of special education. The study found that most existing national and state data collection programs exclude large portions of the student population with disabilities. Exclusion appears most prevalent in data collection programs that require students to complete surveys or tests independently. Data collection programs that use third party informants typically exclude few individuals. The use of different exclusion guidelines across data sets can cause problems in comparing results obtained from different data collection programs. The study concludes that the ability to extract useful national and state policy-relevant information on the outcomes of students with disabilities from national and state data collection programs is seriously hampered by the extensive exclusion of portions of this population. Recommendations for improvement are offered. (Twenty-nine references) (JDD)
Descriptors: Data Collection, Disabilities, Educational Assessment, Educational Change, Educational Policy, Educational Quality, Elementary Secondary Education, Evaluation Methods, National Surveys, Program Development, State Surveys, Student Evaluation
National Center on Educational Outcomes (NCEO), Publications Office, 350 Elliott Hall, 75 E. River Rd., Minneapolis, MN 55455 ($10).
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners; Researchers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Washington, DC.; Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.