Survey of States: Accomplishments and New Issues at the End of a New Decade of Change, 2009
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| Title: | Survey of States: Accomplishments and New Issues at the End of a New Decade of Change, 2009 |
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| Language: | English |
| Authors: | Altman, J. R., Lazarus, S. S., Quenemoen, R. F., Kearns, J., Quenemoen, M., Thurlow, M. L., National Center on Educational Outcomes |
| Source: | National Center on Educational Outcomes, University of Minnesota. 2010. |
| Availability: | National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo |
| Peer Reviewed: | N |
| Page Count: | 53 |
| Publication Date: | 2010 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Document Type: | Numerical/Quantitative Data Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Alternative Assessment, Outcomes of Education, Academic Achievement, Second Language Learning, Disabilities, Measurement, Educational Change, Data Analysis, State Surveys, Educational Trends, Educational Policy, Accountability, Standards, Special Education, Educational Assessment, English (Second Language), Evaluation Methods, Student Evaluation, Formative Evaluation, Testing Accommodations, Educational Testing, Computer Assisted Testing, Special Needs Students, Federal Legislation, Federal Programs, Educational Indicators, Technical Assistance, American Indian Education, Trust Responsibility (Government), Military Personnel |
| Geographic Terms: | American Samoa, District of Columbia, Guam, Marshall Islands, Northern Mariana Islands, Palau, Puerto Rico, Virgin Islands |
| Laws, Policies and Program Identifiers: | Elementary and Secondary Education Act, Individuals with Disabilities Education Act, No Child Left Behind Act 2001 |
| Abstract: | This report summarizes the twelfth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for all 50 states and 8 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) States identified several successes and challenges in implementing large scale assessment to a wide and varied population of students; (2) Nearly half of the states did not disaggregate assessment results for English language learners with disabilities; (3) Most states monitored the participation of students on their regular assessment with accommodations. This was most frequently accomplished by directly observing test administration; (4) Three in four states examined the validity of the accommodations used in their state by reviewing research literature or completing an analysis of data; (5) Four in five states used or were considering a growth model for reporting or accountability purposes; (6) Almost half of the states had a formal policy on the use of formative assessments by districts and schools; (7) More than a quarter of the states had decided not to develop an alternate assessment based on modified achievement standards (AA-MAS); and (8) Many states that had developed or were developing an AA-MAS changed an existing grade-level test rather than designing an entirely new test. The most frequently made changes included simplifying vocabulary, reducing the length of the test, and shortening reading passages. States widely recognized the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation and accommodations policies, monitoring practices, and data reporting. In addition states identified key areas of need for technical assistance moving forward. Appendices include: (1) Successes and Challenges Reported by Unique States; (2) States' Web Addresses; and (3) Contextual Comments Related to Assessment Data Trends. (Contains 23 figures and 3 tables. |
| Abstractor: | ERIC |
| Entry Date: | 2010 |
| Accession Number: | ED511742 |
| Database: | ERIC |
| Abstract: | This report summarizes the twelfth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for all 50 states and 8 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) States identified several successes and challenges in implementing large scale assessment to a wide and varied population of students; (2) Nearly half of the states did not disaggregate assessment results for English language learners with disabilities; (3) Most states monitored the participation of students on their regular assessment with accommodations. This was most frequently accomplished by directly observing test administration; (4) Three in four states examined the validity of the accommodations used in their state by reviewing research literature or completing an analysis of data; (5) Four in five states used or were considering a growth model for reporting or accountability purposes; (6) Almost half of the states had a formal policy on the use of formative assessments by districts and schools; (7) More than a quarter of the states had decided not to develop an alternate assessment based on modified achievement standards (AA-MAS); and (8) Many states that had developed or were developing an AA-MAS changed an existing grade-level test rather than designing an entirely new test. The most frequently made changes included simplifying vocabulary, reducing the length of the test, and shortening reading passages. States widely recognized the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation and accommodations policies, monitoring practices, and data reporting. In addition states identified key areas of need for technical assistance moving forward. Appendices include: (1) Successes and Challenges Reported by Unique States; (2) States' Web Addresses; and (3) Contextual Comments Related to Assessment Data Trends. (Contains 23 figures and 3 tables. |
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