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ERIC Number: ED509858
Record Type: Non-Journal
Publication Date: 2005-May
Pages: 54
Abstractor: ERIC
Reference Count: 29
Emerging State-Level Themes: Strengths and Stressors in Educational Accountability Reform. Topical Review 4
Nagle, Katherine
Educational Policy Reform Research Institute
The purpose of this topical review is to present Educational Policy Reform Research Institute's (EPRRI's) state-level qualitative findings collected during in depth interviews in the four core study states of California, Maryland, New York, and Texas. The data presented reflect the perspectives of state-level personnel who were involved with the creation and implementation of their state accountability systems at the time that the No Child Left Behind Act was written and signed into law. This paper presents a variety of voices, from division directors to parent representatives, and attempts to reveal the strengths and stresses of including students with disabilities in educational accountability reform.
Educational Policy Reform Research Institute. 1308 Benjamin Building, University of Maryland, College Park, MD 20742. Tel: 301-405-6509; Fax: 301-314-9158; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: Educational Policy Reform Research Institute (EPRRI)
Identifiers - Location: California; Maryland; New York; Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001