Students with Disabilities in Standards-Based Assessment and Accountability Systems: Emerging Issues, Strategies, and Recommendations. Synthesis Report 37

This paper addresses emerging issues affecting students with disabilities in standards-based assessment and accountability systems. Challenges and possible strategies for addressing the challenges are provided as identified by researchers, policymakers, and practitioners, based on a model developed...

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Main Authors Quenemoen, Rachel F, Lehr, Camilla A, Thurlow, Martha L, Massanari, Carol B
Format Web Resource
LanguageEnglish
Published National Center on Educational Outcomes, University of Minnesota 01.02.2001
Subjects
Academic Standards
Accountability
Change Strategies
Disabilities
Educational Assessment
Elementary Secondary Education
Inclusive Schools
Policy Formation
Student Evaluation
Student Participation
Testing
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Summary:This paper addresses emerging issues affecting students with disabilities in standards-based assessment and accountability systems. Challenges and possible strategies for addressing the challenges are provided as identified by researchers, policymakers, and practitioners, based on a model developed by the National Center on Educational Outcomes. The strategies presented are concrete approaches to address challenges that policymakers and practitioners are seeing in early implementation of inclusive assessment and accountability systems. Strategies include: (1) intensify work on alignment of curriculum, instruction, and assessment, but with more formalized evaluation of opportunity to learn and teacher performance; (2) make general education teachers more responsible for differentiated instruction and help special education teachers focus on preparing students for community life, independence, and employability; (3) develop a standards assessment model with inclusivity built in at all levels, including assessment item and process development, administration, scoring, and reporting; (4) review accountability processes and products to make changes as necessary based on data that are emerging; and (5) articulate civil rights issues to all stakeholders and embrace the reality that all students have the right to an opportunity to learn and fair assessment and accountability practices. Further recommendations are provided. (Contains 11 references.) (CR)