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ERIC Number: EJ880432
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0013-1245
Measuring Academic Growth in Students with Disabilities in Charter Schools
Drame, Elizabeth R.
Education and Urban Society, v42 n4 p379-393 2010
In the current climate of high-stakes accountability created under the No Child Left Behind legislation, public schools, including charter schools, are under tremendous pressure to show consistent improvement in student achievement for all students. Students with disabilities present unique challenges to schools attempting to meet Adequate Yearly Progress. An accountability system that relies exclusively on students' ability to meet a fixed proficiency level is now under great scrutiny. Indeed, efforts to pilot an assessment system that measures individual students' "growth" are underway in a number of states.What can be learned from analyzing the achievement of students with disabilities using a growth model? This question became the focus of a study conducted in 4 urban charter schools where growth in reading and math achievement were examined for students with and without disabilities. The challenges with measuring growth in charter environments and implications for policies around accountability are examined. (Contains 4 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001