NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED548115
Record Type: Non-Journal
Publication Date: 2012
Pages: 125
Abstractor: As Provided
ISBN: 978-1-2673-7214-7
The Effects of Increased Accountability Standards on Graduation Rates for Students with Disabilities
Moore, Mitzi Lee
ProQuest LLC, Ph.D. Dissertation, The University of Southern Mississippi
This research sought to determine if unintended effects of increased accountability standards on graduation rates for students with disabilities existed. Data from one southeastern state were utilized in order to determine if graduation rates were impacted as a result of higher accountability standards. In addition, administrator attitudes on views of "NCLB," high-stakes testing of students with disabilities, strategies initiated to exclude students with disabilities from high-stakes tests, and inclusion of all students with disabilities in the growth model. Archival data from 2001 and 2010 were used to compare pre and post graduation rates for significant differences. Survey results were collected from high school principals and directors of special education in order to answer research questions regarding attitudes of administrators. Open-ended questions revealed additional information on administrator attitudes regarding leadership practices, prioritization of special education, inclusion of all students with disabilities in the growth model, and instruction of students with disabilities. The results indicated a decline in graduation rates for all students as well as the sub-group of students with disabilities. Additionally, statistical tests revealed an interaction between the groups and years. Historical data confirm that students with disabilities graduate at lower rates than their non-disabled peers. However, the results of this study indicate the gap between these two groups has widened. These findings are alarming for several reasons including possible future social and economic impacts for these students as well as the United States. No statistical difference was found between attitudes of principals and directors of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001