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Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 137
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Book Description
This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district level. This year marks the tenth annual reporting period since this requirement was established, and the seventh reporting period since the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). For school year (SY) 2008-09, the number of regular states publicly reporting disaggregated data for both participation and performance for students with disabilities taking regular assessments maintained at 46 states from the previous year. However, this year marked the first time that all 50 states disaggregated data for at least some regular tests for ESEA accountability systems. For regular states reporting on alternate assessments based on alternate achievement standards (AA-AAS), 45 states had at least some data reported, up from 36 the previous year. Among these, 44 states reported both participation and performance data. Although reporting practices for regular assessments have changed little for 2008-09 compared to the previous years, this year did mark the first time all 50 states reported disaggregated data for at least some state assessments in ESEA accountability systems. Reporting on AA-AAS also improved over the previous two years. Further, all states with AA-MAS reported participation and performance data. For performance, although there were increased mean gaps for students with disabilities and regular students on regular assessments across all grades and content areas, the mean performance for students in both populations showed improvement in all grades and content areas, but regular students showed larger mean gains compared to last year. Unique states held steady with reporting on regular assessments, and made some improvement in the number of states reporting on AA-AAS. Further, with the inclusion of ELLs with disabilities in this report, the authors saw that although fewer states report on these students for regular assessments, this number also is increasing over prior reports. Nearly half of the regular states report on AA-AAS for this population. For Title III ELP assessments, half of the regular states that publicly reported data for ELLs did so for ELLs with disabilities. Finally, the publicly disaggregated participation and performance data described in this report covered a variety of state assessments based on state content standards. States have increased the breadth of their reporting over the years, to some extent due to additional testing options but also due to more detailed reporting and reporting data not reported previously. Appended are: (1) Example Letter to Assessment Director; (2) Example Letter to Special Education Director; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Regular State Tests in the Fifty States and Unique States for 2008-2009; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States and Unique States for 2008-2009; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternate Assessments Based on Modified Achievement Standards in the Fifty States and Unique States for 2008-2009; (6) How Participation was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (7) How Participation was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (8) How Participation was Reported for Students with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (9) How Participation was Reported for ELLs with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (10) How Performance was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (11) How Performance was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (12) How Performance was Reported for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (13) How Performance was Reported for ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (14) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on Title III English Language Proficiency Assessment Data in the Fifty States for 2008-2009; and (15) Status of Disaggregated Reporting for Students Using Accommodations on State Assessments in the Fifty States for 2008-2009. (Contains 9 tables and 34 figures.).
Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 137
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Book Description
This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district level. This year marks the tenth annual reporting period since this requirement was established, and the seventh reporting period since the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). For school year (SY) 2008-09, the number of regular states publicly reporting disaggregated data for both participation and performance for students with disabilities taking regular assessments maintained at 46 states from the previous year. However, this year marked the first time that all 50 states disaggregated data for at least some regular tests for ESEA accountability systems. For regular states reporting on alternate assessments based on alternate achievement standards (AA-AAS), 45 states had at least some data reported, up from 36 the previous year. Among these, 44 states reported both participation and performance data. Although reporting practices for regular assessments have changed little for 2008-09 compared to the previous years, this year did mark the first time all 50 states reported disaggregated data for at least some state assessments in ESEA accountability systems. Reporting on AA-AAS also improved over the previous two years. Further, all states with AA-MAS reported participation and performance data. For performance, although there were increased mean gaps for students with disabilities and regular students on regular assessments across all grades and content areas, the mean performance for students in both populations showed improvement in all grades and content areas, but regular students showed larger mean gains compared to last year. Unique states held steady with reporting on regular assessments, and made some improvement in the number of states reporting on AA-AAS. Further, with the inclusion of ELLs with disabilities in this report, the authors saw that although fewer states report on these students for regular assessments, this number also is increasing over prior reports. Nearly half of the regular states report on AA-AAS for this population. For Title III ELP assessments, half of the regular states that publicly reported data for ELLs did so for ELLs with disabilities. Finally, the publicly disaggregated participation and performance data described in this report covered a variety of state assessments based on state content standards. States have increased the breadth of their reporting over the years, to some extent due to additional testing options but also due to more detailed reporting and reporting data not reported previously. Appended are: (1) Example Letter to Assessment Director; (2) Example Letter to Special Education Director; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Regular State Tests in the Fifty States and Unique States for 2008-2009; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States and Unique States for 2008-2009; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternate Assessments Based on Modified Achievement Standards in the Fifty States and Unique States for 2008-2009; (6) How Participation was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (7) How Participation was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (8) How Participation was Reported for Students with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (9) How Participation was Reported for ELLs with Disabilities on Alternates Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (10) How Performance was Reported for Students with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (11) How Performance was Reported for ELLs with Disabilities on Regular Assessments in the Fifty States for 2008-2009; (12) How Performance was Reported for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (13) How Performance was Reported for ELLs with Disabilities on Alternate Assessments Based on Alternate Achievement Standards in the Fifty States for 2008-2009; (14) Status of Disaggregated Data (Participation and Performance) for ELLs with Disabilities on Title III English Language Proficiency Assessment Data in the Fifty States for 2008-2009; and (15) Status of Disaggregated Reporting for Students Using Accommodations on State Assessments in the Fifty States for 2008-2009. (Contains 9 tables and 34 figures.).
Author: Barbara Bateman
Publisher: Routledge
ISBN: 1136265961
Category : Education
Languages : en
Pages : 675
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Book Description
Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles—what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book’s objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format – Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to weigh the arguments, seek additional information, and come up with synthesized positions of their own. Organizing Framework – The book’s seven sections have been arranged according to a scheme that is the essence of most investigative reporting and provides a coherent, easy-to-understand framework for readers. Expertise – All chapters are written by leading scholars who are highly regarded experts in their fields and conclude with suggested readings and discussion questions for additional study.
Author: Chris Bremer
Publisher:
ISBN:
Category :
Languages : en
Pages : 165
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Book Description
This is the twelfth annual report by the National Center on Educational Outcomes (NCEO) analyzing public reporting of disaggregated assessment data for elementary and secondary students with disabilities in the United States. Reporting disaggregated performance data at the state and district level to the public is required of states by the Individuals with Disabilities Education Act (IDEA); the 2007-2008 school year marks the ninth annual reporting period since this requirement was established, and the sixth reporting period since the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). For the 2007-2008 school year, the number of regular states publicly reporting disaggregated data for both participation and performance for students with disabilities taking regular assessments fell from 46 to 45. Thirty-six states provided disaggregated participation and performance data for students with disabilities taking alternate assessments based on alternate achievement standards (AA-AAS) for 2007-2008; this number remained the same as in 2006-2007. Reporting of regular assessments in the ESEA accountability system, by type, for regular states showed a pattern similar to 2006-2007, with 100% reporting participation and performance on norm-referenced tests (NRT), combination NRT and criterion-referenced tests (NRT/CRT), and exit exams (EXIT), but lower levels of reporting on the most common test type, CRTs. Although a greater number of CRTs were used, the percentage of those on which states reported fell from 89% to 85%. Reporting on regular assessments was provided by 49 regular states in 2007-2008, the same number as in 2006-2007. Reporting on AA-AAS was provided by 43 regular states in 2007-2008, down from 44 states in 2006-2007. For the unique states, four reported both participation and performance data for regular assessments. One unique state reported both participation and performance data for AA-AAS. The public reporting of participation and performance for 2007-2008 assessments was fairly consistent with the reporting in 2006-2007. There continues to be a need for states to report clearly, to publicly report on accommodations use, and to strive to make the data that are reported accessible to those who seek them via public Web sites. Appendices include: (1) Example Letter to Assessment Director; (2) Example Letter to Special Education Director; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Regular State Tests in the Fifty States and Unique States for 2007-2008; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on State Alternates Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States for 2007-2008; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternates Based on Modified Achievement Standards (MAS) in the Fifty States for 2007-08; (6) Disaggregated Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2007-2008; (7) Disaggregated Alternate Assessment Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2007-2008; (8) Disaggregated Regular Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2007-2008; (9) Disaggregated Alternate Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2007-2008; and (10) Participation and Performance for Students Tested with Accommodations for 2007-2008. (Contains 9 tables and 21 figures.).
Author: Martha L. Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
This report is the sixth analysis of state reports conducted by the National Center on Educational Outcomes (NCEO) to examine the extent to which states publicly report information about students with disabilities in statewide assessments. Descriptions of statewide testing systems are presented and examined as to whether these systems included participation and performance information for students with disabilities, as indicated by publicly available data. The majority of the information was obtained by analyzing states' Department of Education Web sites. If disaggregated information was not posted, the states were then asked to submit public documents that included these results. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2001-2002 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information; (5) Participation Rate Analyses; (6) Alternate Assessment Participation Information; (7) Participation and Performance for Accommodations; (8) Web-based Reporting; and (9) Performance Data for Reading and Math Assessments. (Contains 18 figures and 1 table. Individual appendices contain additional tables.).
Author: Deb Albus
Publisher:
ISBN:
Category :
Languages : en
Pages : 159
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Book Description
This is the fourteenth report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate performance data at the state and district level. For the 2010-11 school year, 53 of the 61 states reported participation and performance data for students with disabilities for all general assessments within the ESEA accountability system. Fifty-one states reported participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) that were within the ESEA system. Information about state assessments outside of ESEA is also presented. Reporting for English Language Learners (ELLs) with disabilities also was examined in this report. Only four states reported both participation and performance for the general assessment for this group. More states (n = 20) reported both participation and performance data for ELLs with disabilities on the AA-AAS. Most states reported participation and performance data by individual grade and test for students with disabilities, though a few only reported data that merged grades or tests. Forty-seven of the regular states reported student performance by achievement level, and 39 reported the percent proficient. Many states reported data on accommodations use. This report also presents the results of an analysis of the ease of finding publicly reported data for students with disabilities on states' websites. This involved counting the number of mouse clicks that it took to arrive at public reports for the general and AA-AAS assessments on state department of education websites. For 33 of the regular states it took 1-2 clicks to find the general assessment information; 5 or more clicks were required in 11 states. The following appendices are included: (1) Example letter to Assessment Director and Special Education Director; (2) Example Verification Tables Sent to States; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and English Language Learners with Disabilities on Regular State Tests in the Fifty States and Unique States for 2010-2011; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States for 2010-2011; (5) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on State Alternates Based on Modified Achievement Standards (AAMAS) in the Fifty States and Unique States for 2010-2011; (6) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities and ELLs with Disabilities on English Language Proficiency Assessments for Fifty States and Unique States for 2010-2011; (7) Ways States Disaggregated Participation Data for Students with Disabilities for Regular Assessments; (8) How Participation was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (9) Participation "Reported by Grade and Test" for Students with Disabilities on Regular Assessments, 2010-2011; (10) Participation Reported "by Grade and Test" for Students with Disabilities on Alternate Assessments Based on Alternate Achievement Standards (AA-AAS), 2010-2011; (11) Summary of How States Reported Participation Rates on the Alternate Assessment Based on Modified Achievement Standards (AA-MAS), 2010-2011; (12) Key for State and Unique State Abbreviations; (13) Ways States Disaggregated Performance Data for Students with Disabilities for Regular Assessments, 2010-11; (14) How Performance was Reported in States Using Any Reporting Method on Regular Assessments in the Fifty States, 2010-2011; (15) How Performance Was Reported "by Grade and Test" for Students with Disabilities on Regular Assessments in the Fifty States and Unique States, 2010-2011; (16) How Performance Was Reported "by Grade and Test" for Students with Disabilities on the Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) in the Fifty States and Unique States, 2010-2011; (17) Number of States Reporting Different Accommodation Status Categories for Any Population, 2010-2011; (18) Number of States Reporting Participation and Performance by Accommodated Condition for Any Student Population; and (19) How States Reported Accommodations Data by Test and Grade for Participation and Performance, 2010-2011.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309169380
Category : Education
Languages : en
Pages : 102
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Book Description
At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
Author: Debra Albus
Publisher:
ISBN:
Category :
Languages : en
Pages : 128
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Book Description
The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of states publicly reporting disaggregated participation and performance data for all regular assessments has increased from 28 states before the passage of NCLB (2000-2001), to 39 states for assessments within NCLB accountability systems in 2005-2006. In the intervening years, the number has fluctuated some, from 36, 35, and 36 in 2002-2003, 2003-2004, and 2004-2005, respectively. The number of states reporting disaggregated participation and performance data for all alternate assessments had decreased from the high reported in 2004-2005 of 42 states to 28 states in 2005-2006. This change in reporting may be related to changes in federal policies for reporting to the U.S. Department of Education and to the authors' procedures, in which they did not count Annual Performance Report (APR) data as publicly reported data. Nine appendices are included: (1) Sample Letter Sent to Assessment Directors; (2) Sample Letter Sent to Special Education Directors; (3) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Regular State Tests in the Fifty States and Unique States for 2006-2007; (4) Status of Disaggregated Data (Participation and Performance) for Students with Disabilities on Alternate State Tests in the Fifty States and Unique States for 2006-2007; (5) Disaggregated Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2006-2007; (6) Disaggregated Alternate Assessment Participation Information for Students with Disabilities on Regular State Tests for the Fifty States and Unique States for 2006-2007; (7) Disaggregated Regular Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2006-2007; (8) Disaggregated Alternate Assessment Performance Information for Students with Disabilities for the Fifty States and Unique States for 2006-2007; and (9) Participation and Performance for Students Tested with Accommodations. (Contains 30 figures and 12 tables.).
Author: Martha Thurlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Book Description
The purpose of this report is to document the participation and performance trends over time for students with disabilities, progressing from school year 2001-02, a base year for determining AYP goals under NCLB, through school year 2004-05, the third year that states reported after the NCLB baseline year (VanGetson & Thurlow, 2007). Within this time frame, the National Center on Educational Outcomes prepared yearly reports to track public reporting of state assessment results (Klein, Wiley, & Thurlow, 2006; Thurlow & Wiley, 2004; VanGetson & Thurlow, 2007; Wiley, Thurlow, & Klein, 2005). This report is a compilation of state data across this time frame and focuses on the extent to which states reported participation and performance data, and an analysis of the participation and performance trends for those states reporting data. The goals of this synthesis of findings were to determine: (1) whether progress has been made by states in publicly reporting the participation and performance of students with disabilities on state assessments; and (2) the nature of trends in the four years of participation and performance data for students with disabilities. Based on the states with data across years, average percentages of students with disabilities performing at the proficient or above level showed moderate increases across the four years for both reading and math in elementary and middle schools. Performance data for high school students did not show the same gains. Trend data also showed lower percentages of high school and middle school students demonstrating proficient or above performance, as compared to elementary school students. This tendency was true for both reading and math. Continued investigations of not only trend data but also the data available for examining trends is an important step for evaluations of the changes in participation and performance of students with disabilities over time. Appended are: Grade Levels Assessed by States in Years 2001-02 though 2004-05 (CRT assessments only). (Contains 19 figures and 7 tables.).
Author: National Center on Educational Outcomes, Minneapolis, MN.
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
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Book Description
This report marks the eighth analysis conducted by the National Center on Educational Outcomes (NCEO) of the public reporting of state assessment results for students with disabilities. This is the third analysis that NCEO has conducted since the passage of the federal No Child Left Behind Act (NCLB). Overall, a total of 48 states reported some state-level information about students with disabilities on their state assessments: 35 reported participation and performance for all their general assessments, 11 reported participation and performance data for some of these, 2 reported only performance information, and 2 did not report information. When considering only tests that were part of NCLB accountability systems, more states reported all information publicly: 44 states reported participation and performance information for all these assessments, 2 reported participation and performance information for some of these assessments, 2 reported only performance information for all these assessments, and 2 did not report information. Overall, this report reinforces what was found for the 2002-2003 school year data. States are improving their public reporting practices, but the improvement is gradual. These improvements include more states reporting test information for accountability tests and an increase in information provided on alternate assessments. However, there are still improvements that need to be made. This report discusses the results of the study and provides recommendations for how states can continue to improve their public reporting practices. The following are appended: (1) Verification Letter to State Assessment Director; (2) Letters to State Directors of Special Education; (3) 2003-2004 State Assessment Systems and Status of Disaggregated Data; (4) Disaggregated Participation Information (Given for State-Level Data); (5) Participation Rate Analyses; (6) Disaggregated Alternate Assessment Participation Information (Given for State-Level Data); (7) 2003-2004 Alternate Assessments; (8) Participation and Performance for Students Tested with Accommodations; and (9) Performance Data for Reading and Math Assessments. (Contains 26 figures and 2 tables.).
Author: Board on Testing and Assessment
Publisher:
ISBN: 9780309381789
Category :
Languages : en
Pages : 102
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Book Description
At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
