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ERIC Number: ED412693
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 29
Abstractor: N/A
Reference Count: N/A
Opening the Door to Educational Reform: Understanding Educational Assessment and Accountability.
Elliott, Judith L.; Thurlow, Martha L.
This document discusses educational assessment and accountability in current educational reform efforts and the implications for students with disabilities. A preface addresses common educational reforms, new laws promoting education reform, and how today's reforms fit with special education. The paper then describes three types of assessment: individual assessment, large-scale assessment, and performance-based assessment. The historical exclusion of students with disabilities from large scale assessment programs at the national, state, and local levels, and the reasons for this exclusion are highlighted. The need for accommodations to enable students with disabilities to participate in future assessments is also discussed. The document closes with a discussion on what can be done to maximize the participation and accommodations for students with disabilities in large scale assessment. Strategies include: planning and developing assessments that ensure accountability for all students, finding out if statewide assessments include students with disabilities, using an alternative assessment for some students, and reporting the assessment results of all students. Action steps that can be taken at the school district level and action steps for Individuals Education Programs to ensure participation and accommodation of students with disabilities in the local and state level assessment are also provided. (Contains 15 references.) (CR)
Parents Engaged in Education Reform (PEER) Project at The Federation for Children with Special Needs, 95 Berkeley Street, Suite 104, Boston, MA 02116; telephone: 617-482-2915; fax 617-695-2939 ($5).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Federation for Children with Special Needs, Boston, MA.
Identifiers - Laws, Policies, & Programs: Goals 2000; Improving Americas Schools Act 1994; School to Work Opportunities Act 1994