ERIC Number: ED469051
Record Type: Non-Journal
Publication Date: 2002-Jan
Reference Count: N/A
Creating Performance Goals and Indicators in Special Education. Topical Review One.
McLaughlin, Margaret J.; Nolet, Victor; Shenoy, Anuradha; Tarrall, Lea D.
This topical review addresses performance goals and indicators for special education, including how to create valid and measurable indicators of key features of special education that can be used to gauge effectiveness as well as target improvement strategies. A section identifying highlights of the review notes that an indicator system consists of four elements: context, input, process, and outcome-results. Following a brief introduction, the review is organized into six sections. Section 1 reviews current accountability strategies and the features of an educational accountability system. Section 2 contains an overview of educational indicators and their use in accountability systems. Section 3 presents examples of specific indicator systems that are currently required in general education. Section 4 discusses special education data currently being collected under new federal education accountability systems. Section 5 is a summary and analysis of key issues to be considered in developing performance goals and a special education indicator system. Section 6 offers practical steps for creating a special education indicator system. Throughout the review, examples are offered from the four states (California, Maryland, New York, and Texas) participating in the investigation of accountability in special education. (Contains 53 references.) (DB)
Descriptors: Compliance (Legal), Data Collection, Disabilities, Elementary Secondary Education, Evaluation Methods, Program Evaluation, Special Education, Student Educational Objectives, Student Evaluation
Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Building, College Park, MD 20742-1161. For full text: http://www.eprri.org/products.html.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Educational Policy Reform Research Inst., College Park, MD.