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ERIC Number: ED441303
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Participation and Performance of Students Receiving Special Education Services on Minnesota's Basic Standards Tests: Reading and Math, 1996 through 1998. State Assessment Series, Minnesota Report 18.
Thompson, Sandra; Thurlow, Martha; Spicuzza, Rick; Parson, Lorien
This report provides an analysis and discussion of the participation and performance of eighth-grade students with disabilities on the 1996, 1997, and 1998 Minnesota Basic Standards Tests in Reading and Math. The data show significant increases in participation of students with and without disabilities. In particular, participation of students receiving special education services increased from 71 percent to 89 percent from 1996 to 1998 for the math tests, and from 69 percent to 89 percent from 1996 to 1998 for the reading tests. Students with a primary diagnosis of a learning disability had the highest participation rate in 1998, 97 percent, in both reading and math. The lowest number of participants included students with moderate to severe mental impairments. However, even this group, with participation of only 3 percent in 1996 and 1 percent in 1997, saw an increase of participation to 12 percent in 1998. The performance of students with Individualized Education Programs (IEPs) on the tests remained between 41 percent and 47 percent lower than that of students without IEPs. Appendices include federal requirements for participation in assessments and a list of allowable testing accommodations on the Basic Standards Tests. (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($10). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Minnesota State Dept. of Children, Families, and Learning, St. Paul.