ERIC Number: ED398713
Record Type: RIE
Publication Date: 1996-Jun
Reference Count: N/A
Standards-Based School Reform and Students with Disabilities.
Center for Policy Research on the Impact of General and Special Education Reform, Alexandria, VA.
This research brief examines trends at the federal and state levels in educational reform and implications for reform for students with disabilities. After briefly reviewing the historical background of standards-based school reform, the brief stresses the importance of a three-pronged reform strategy, involving: (1) a unifying vision and goals, (2) a coherent system of state policy guidance, and (3) a restructured governance system. It then discusses state standards-based reform links with federal and national efforts and federal legislation such as the "Goals 2000: Educate America Act," the "Improving America's Schools Act of 1994," and the "School-to-Work Opportunities Act." It reports on a survey of 18 states in terms of: the nature of state standards, the standards development process, policies that embody state standards, the use of content standards and curriculum frameworks across the states, and the inclusion of students with disabilities in standards-based reform. The paper finds that special education has not played a major role in the development of either state content standards or specific curriculum frameworks and urges special educators to participate on committees that develop content standards/curriculum frameworks. States are urged to uniformly define who "all students" are in their standards policies. (DB)
Descriptors: Academic Standards, Disabilities, Educational Assessment, Educational Change, Educational Legislation, Educational Policy, Elementary Secondary Education, Federal State Relationship, Regular and Special Education Relationship, School Restructuring, State Standards, Student Evaluation
Center for Policy Research on the Impact of General and Special Education Reform, 1012 Cameron St., Alexandria, VA 22314 ($6 plus $2 shipping).
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Center for Policy Research on the Impact of General and Special Education Reform, Alexandria, VA.