ERIC Number: ED369226
Record Type: RIE
Publication Date: 1993-Mar
Reference Count: 0
Can "All" Ever Really Mean "All" in Defining and Assessing Student Outcomes? Synthesis Report 5.
Thurlow, Martha L.; Ysseldyke, James E.
This paper cites evidence that the word "all" in referring to the education of all children is not being used in the universal sense, and notes that actions have not matched the rhetoric about "all" students. The paper defines the terms "outcomes,""indicators," and "standards." It discusses key issues that arise in talking about outcomes for all students--practical issues, technical issues, legal issues, and philosophical issues. It describes ways in which "all" really can mean "all" in defining student outcomes, citing the examples of Kentucky and Arizona which include all students in evaluation of educational outcomes. The paper notes that most disability groups want the same accommodations allowed during testing as society allows for people with disabilities to live in the community and to work, while educators have not yet reached this level of consensus on the issue of whether the education of students with disabilities should strive for the same outcomes as the education of students without disabilities. The paper concludes with two qualifiers for "all means all" : outcomes must be relevant to all, and there is a need to identify innovative ways to assess universal outcomes. (Contains 28 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; National Association of State Directors of Special Education, Alexandria, VA.
Note: Paper presented at the Annual Meeting of the American Evaluation Association (Seattle, WA, November 5, 1992).