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ERIC Number: ED385012
Record Type: RIE
Publication Date: 1995-Apr
Pages: 40
Abstractor: N/A
Are Recent Reforms Effective for All Students?
Cook, Bryan G.; And Others
This paper presents findings of research that examined the effects of two recent educational reforms--restructuring to produce effective schools and mainstreaming students with disabilities into general classes. Specifically, the relationship between general- and special-education achievement to school-environment quality indicators in 56 southern California schools was explored. Applying a theory of instructional tolerance that focuses on a microeconomic model of resource allocation, it was predicted that the school-level joint outcomes of general- and special-education achievement would diverge and relate differentially to indicators associated with greater school effectiveness. Data were obtained through a survey of 1,943 elementary teachers and 923 junior high teachers, an analysis of Basic Academic Skills Samples (BASS) test scores of special-education students, and an analysis of general-education students' California Assessment Program (CAP) scores. Results suggest that effective-schools research failed to produce unambiguous quality indicators nor descriptions of new technology. The data showed inverse relationships between changes in general- and special-education students' achievement in the sample schools, and inconsistent and differential relationships between school-environment quality indicators and the achievement change of the two groups of students. Additional resources and/or new instructional technologies are needed if general- and special-needs students are to be merged. Two figures and five tables are included. Contains 71 references. (LMI)
Center for the Advanced Studies of Individual Differences, c/o Community & Organization Research Institute (CORI), 2201 North Hall, University of California, Santa Barbara, CA 93106.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).