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ERIC Number: ED560734
Record Type: Non-Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
Reference Count: 19
Opportunity to Learn: A Key Access and Validity Issue of Academic Assessments for Students with Disabilities. Research Brief 2
Kurz, Alexander; Elliot, Stephen N.
National Center on Assessment and Accountability for Special Education
An underlying assumption in our current test-based accountability system is that all participating students have an opportunity to learn the tested academic content. For students with disabilities (SWDs), this assumption is stated clearly in federal legislation intended to ensure their access to the same academic standards that define the general curriculum of students without disabilities (SWODs). To date, few research studies have systemically examined this assumption. Operationalizing the concept of opportunity-to-learn (OTL) and assessing OTL via measures that can account for teachers' instructional provisions to the overall class and individual students have been a major obstacle to systematic inquiries into OTL. One NCAASE study was designed to (a) describe OTL for students with and without disabilities and (b) examine the relationship between OTL and students' end-of-year achievement and within-year growth. This research brief provides an overview of the construct of OTL and how it is being measured in the NCAASE study on OTL and student growth.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED); Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
IES Funded: Yes
Grant or Contract Numbers: S368A090006; R324C110004