ERIC Number: ED449623
Record Type: RIE
Publication Date: 2000-Oct
Students with Disabilities and Standards-Based Reform. Policy Brief.
This policy brief reviews how students with special needs have been affected by changing legislation, examines new directions in policymaking, and identifies steps policymakers can take to ensure that all students benefit from standards-based education reform efforts. Steps include: (1) bring standards-based instruction into institutions of higher education; (2) provide support for the time and effort standards-based reform requires; (3) implement local policies that support building administrators who build leadership teams to examine school policies and programs and make change happen for all students; (4) allow the use of needed accommodations to participate in assessments; (5) require more than one measure of student achievement be used to make decisions about schools, staff, or students; (6) encourage the inclusion of all students in accountability systems and expect schools to value the learning of all students by holding all levels of the educational system responsible; (7) use reporting procedures that acknowledge school differences and compare schools with similar student populations; (8) create polices that are non-punitive and give credit to schools that close the achievement gap between students with and without disabilities; and (9) implement policies that preclude schools from engaging in practices that inflate test scores. (Contains 20 references.) (CR)
Descriptors: Academic Standards, Accountability, Compliance (Legal), Disabilities, Educational Change, Educational Innovation, Elementary Secondary Education, Federal Legislation, Higher Education, Outcomes of Education, Policy Formation, Student Evaluation, Student Participation
Mid-Continent Research for Education and Learning, 2550 South Parker Rd., Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.ncrel.org.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.
Grant or Contract Numbers: N/A