ERIC Number: ED469048
Record Type: RIE
Publication Date: 2001-Dec
Reference Count: N/A
State Level Awareness of the Participation and Performance of Students with Disabilities on District Assessments. EPRRI Issue Brief One.
Thompson, Sandra; Thurlow, Martha; Staples, Laura
This report discusses the findings of a study that examined what states know about several aspects of accountability for students with disabilities at the district level. As part of an annual survey of states conducted by the National Center on Educational Outcomes, state directors of special education from all 50 states answered questions on state policy and practices pertaining to assessment and accountability for students with disabilities. Findings indicate that while 47 states disaggregated state assessment performance by district, only 11 states collect data from districts on the participation rates of students with disabilities on district assessments. While almost all states collect and disaggregate, by district, data on state assessment performance, it is not clear that this information includes students with disabilities. The report concludes by recommending that states give more attention to how students with disabilities are doing on district assessments, since this information is an important and necessary part of evaluating and improving education reform. Two tables are included that illustrate state data collection from districts on the participation rate and the performance of students with disabilities on district assessments. (CR)
Descriptors: Academic Achievement, Accountability, Data Collection, Disabilities, Educational Assessment, Elementary Secondary Education, Outcomes of Education, School Districts, State Departments of Education, Student Participation
Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Building, College Park, MD 20742-1161. For full text: http://www.eprri.org/products_research.html.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Educational Policy Reform Research Inst., College Park, MD.