ERIC Number: EJ1016441
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
High Stakes? Considering Students with Mild Intellectual Disability in Accountability Systems
Bouck, Emily C.
Education and Training in Autism and Developmental Disabilities, v48 n3 p320-331 Sep 2013
The assessment participation of students with disabilities is now an important part of students' education and educational decision-making. While much attention has been paid to the participation of students with significant intellectual disability, little research exists regarding the extent to which students with mild intellectual disability participate in the accountability system. This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2). The study focused on to what extent secondary students with mild intellectual disability participated in mandated assessments (i.e., does not participate, alternate assessment, general assessment with accommodations, and general assessment without accommodations) as well as the relationship between participation and educational factors, such as special education curriculum, core classes in general education, and postschool goals. Participation in assessments by students with mild intellectual disability was multifaceted with the majority taking an alternate assessment. However, statistically significant relationships existed between assessment participation and special education curriculum, language arts and mathematics in general education, and postschool goals. Implications of the results are discussed in light of educational planning for students with mild intellectual disability.
Descriptors: Accountability, Mild Mental Retardation, Longitudinal Studies, Secondary School Students, Student Evaluation, Testing Accommodations, Accessibility (for Disabled), Student Participation, Alternative Assessment, High Stakes Tests, Standardized Tests, Special Needs Students, Performance Factors, Predictor Variables, Data Analysis, Statistical Significance, Individualized Education Programs
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
Grant or Contract Numbers: N/A