ERIC Number: ED385012
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: 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)
Descriptors: Academic Achievement, Educational Environment, Educational Quality, Effective Schools Research, Inclusive Schools, Junior High Schools, Mainstreaming, Normalization (Disabilities), Performance, Regression (Statistics), Regular and Special Education Relationship, School Effectiveness
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
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).