ERIC Number: ED484251
Record Type: Non-Journal
Publication Date: 2004-Feb
Ensuring Accountability for All Children in an Era of Standards-Based Reform: Alternate Achievement Standards. Policy Symposium Proceedings (Arlington, VA, February 4-6, 2004).
Educational Policy Reform Research Institute
The Educational Policy Reform Research Institute (EPRRI) and the US Department of Education's Office of Special Education Programs (OSEP) held a policy symposium entitled "Ensuring Accountability for All Children in an Era of Standards-Based Reform: Alternate Achievement Standards" February 4-6, 2004 at the Crystal City Marriott in Arlington, Virginia. The purpose of the symposium was to open a dialogue on alternate achievement standards, content standards, and assessments with regard to the December 9th regulations of "The No Child Left Behind Act of 2001." Participants included personnel from the U.S. Department of Education, representatives from state and local education agencies, and researchers in the field of special education. A large portion of the 3-day symposium was spent in structured discussion groups. One discussion group session addressed questions about alternate achievement standards and assessments. The groups responded to questions of how to align alternate achievement standards with content standards, how to make rigorous alternate achievement standards, and how to ensure the technical adequacy of alternate assessments. Another discussion group session focused on determining what technical assistance states and school districts need to establish and implement appropriate alternate achievement standards and assessments within the overall accountability system. In addition, each group identified specific implications and tasks for OSEP. A third discussion group session was held to compile suggestions for areas of research and development related to alternate achievement standards and assessments. The discussions from these sessions are summarized in these proceedings.
Publication Type: Collected Works - Proceedings; Reports - Descriptive
Education Level: N/A
Authoring Institution: Educational Policy Reform Research Inst., College Park, MD.