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ERIC Number: ED509866
Record Type: Non-Journal
Publication Date: 2007-Mar
Pages: 68
Abstractor: ERIC
Students with Disabilities and Accountability Reform: Findings from the New York Case Study
Nagle, Katherine M.; McLaughlin, Margaret J.; Nolet, Victor; Malmgren, Kimber
Educational Policy Reform Research Institute
This document is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data, collected over a two-year period--2001 and 2002--from two levels of the New York public education systems on the impact of accountability reform on students with disabilities. This report is divided into five sections. The first section contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in New York, including changes resulting from NCLB. In Section III, the authors provide demographic information on each of the study sites. In Section IV, they present their research findings at the state and district levels, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 4 tables.)
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 - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: Educational Policy Reform Research Institute (EPRRI)
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001