ERIC Number: ED480290
Record Type: RIE
Publication Date: 2003-Jun
How Do Students with Disabilities in Ungraded Programs Participate in Large-Scale Assessments? Results of a Survey of School District Administrators. EPRRI Issue Brief Four.
Lazarus, Sheryl; Quinlan, Jennifer
This paper summarizes results of a survey conducted to learn how school districts include students in ungraded or multi-grade classes or programs in state and district large-scale assessments. The survey was responded to by 72 special education directors, assistant superintendents, and supervisors in at least 50 large urban school districts. Major findings include: (1) most respondents indicate that they had some students with disabilities enrolled in ungraded classes and programs; (2) students with severe and/or low incidence disabilities or those outside the K-12 system are most likely to be assigned to multi-age/multi-grade classrooms; (3) most students in multi-age/multi-grade classrooms participate in state and district assessments and accountability systems; (4) a small number of respondents indicated that students with disabilities in multi-age/multi-grade classes do not participate in such assessments; (5) respondents indicated that students with disabilities may be assigned to a testing grade based on either age, instructional level, or individualized education program goal; (6) fewer than half of respondents stated that their districts report the scores of students with disabilities in multi-age/multi-grade classes with those of their same age peers; and (7) scores of students with disabilities in multi-age/multi-grade classes are frequently reported in a separate category. Results support the need for clearer guidelines for reporting students' scores and including them in the accountability system as intended by the No Child Left Behind Act. (DB)
Descriptors: Disabilities, Educational Assessment, Elementary Secondary Education, Inclusive Schools, National Surveys, Nongraded Instructional Grouping, School Districts, 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.
Note: For Issue Brief Three, see ED 477 665.