NotesFAQContact Us
Search Tips
ERIC Number: ED425591
Record Type: Non-Journal
Publication Date: 1998-Oct
Pages: 17
Abstractor: N/A
Reference Count: N/A
Participation and Performance of Students with Disabilities: Minnesota's 1996 Basic Standards Tests in Reading and Math. State Assessment Series, Minnesota Report 16.
Thurlow, Martha; Albus, Deb; Spicuzza, Richard; Thompson, Sandy
This report discusses the findings of a study that examined the participation and performance of students with disabilities in the 1996 Minnesota Basic Standards Tests in reading and mathematics. Results indicated that approximately 70 percent of Minnesota's 8th grade students with disabilities participated in the Basic Standards Tests during the 1995-1996 school year, compared to participation rates of about 85 percent overall for students without disabilities. Participation varied by disability category, as well as by content area. In reading, the lowest participation rate was demonstrated by students with moderate-severe mental impairments, followed by students with autism. The higher participation rates in reading were demonstrated by students with speech/language disabilities, followed by other health impairments, and students with learning disabilities. In math, the lowest and highest participation rates were found in the same categories as for reading. The overall passing rate for students without disabilities was approximately 70 percent. In contrast, only 24 percent of the test-takers with disabilities passed the Basic Standards Test in reading. For the Basic Standards Test in math, 83 percent of students without disabilities passed the test, while students with disabilities passed the test at a much lower rate, at about 38 percent. (Contains 11 references.) (CR)
National Center on Education Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; Tel: 612-624-8561; Fax: 612-624-0879; Web site: ($5).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Minnesota State Dept. of Children, Families and Learning, St. Paul. Office of Special Education.