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ERIC Number: ED503288
Record Type: Non-Journal
Publication Date: 2008-Jul
Pages: 37
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: N/A
Trends in the Participation and Performance of Students with Disabilities. Technical Report 50
Thurlow, Martha; Quenemoen, Rachel; Altman, Jason; Cuthbert, Marge
National Center on Educational Outcomes, University of Minnesota
The purpose of this report is to document the participation and performance trends over time for students with disabilities, progressing from school year 2001-02, a base year for determining AYP goals under NCLB, through school year 2004-05, the third year that states reported after the NCLB baseline year (VanGetson & Thurlow, 2007). Within this time frame, the National Center on Educational Outcomes prepared yearly reports to track public reporting of state assessment results (Klein, Wiley, & Thurlow, 2006; Thurlow & Wiley, 2004; VanGetson & Thurlow, 2007; Wiley, Thurlow, & Klein, 2005). This report is a compilation of state data across this time frame and focuses on the extent to which states reported participation and performance data, and an analysis of the participation and performance trends for those states reporting data. The goals of this synthesis of findings were to determine: (1) whether progress has been made by states in publicly reporting the participation and performance of students with disabilities on state assessments; and (2) the nature of trends in the four years of participation and performance data for students with disabilities. Based on the states with data across years, average percentages of students with disabilities performing at the proficient or above level showed moderate increases across the four years for both reading and math in elementary and middle schools. Performance data for high school students did not show the same gains. Trend data also showed lower percentages of high school and middle school students demonstrating proficient or above performance, as compared to elementary school students. This tendency was true for both reading and math. Continued investigations of not only trend data but also the data available for examining trends is an important step for evaluations of the changes in participation and performance of students with disabilities over time. Appended are: Grade Levels Assessed by States in Years 2001-02 though 2004-05 (CRT assessments only). (Contains 19 figures and 7 tables.)
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED544216