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ERIC Number: ED512616
Record Type: Non-Journal
Publication Date: 2010-Jan
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Growth for Accountability: Considerations for Students with Disabilities. Policy Directions. Number 21
Thurlow, Martha; Lazarus, Sheryl; Quenemoen, Rachel; Moen, Ross
National Center on Educational Outcomes, University of Minnesota
The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the performance of another cohort of students in the same grade the preceding year. Growth models typically track the achievement of individual students from year to year. Students with disabilities have benefited from a focus on grade-level content, regardless of the assessment in which they participate. The recommendations provided in this report retain a focus on the benefits of accountability for students with disabilities, while considering potential positive and negative consequences of growth approaches for accountability. These recommendations are: (1) Retain a standards-based approach; (2) Maintain grade-level focus; (3) Include all students; and (4) Ensure that all students are visible in the results. (Contains 2 tables and 3 resources.)
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://www.cehd.umn.edu/nceo
Publication Type: Reports - Evaluative
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
IES Cited: ED544216