In the field of higher education there are few places reserved for philosophical exploration, and this, this author argues, can limit and distort the cartography. Higher education research tends to be framed as the empirical process of collecting and analysing qualitative or quantitative data. But this conception of research leaves little space…

The first half of this paper concentrates on the need for the institution of evaluation methods which stress the systematic use of both quantitative techniques and qualitative, direct observation methods. In this way, a more comprehensive picture of the events under consideration may be presented, and changes in student learning and behavior may…

This report presents a brief overview of the most common approaches to the calculation of transfer rates and discusses the use of a transfer rate as a measure of institutional effectiveness. It provides an overview of existing practices and helps to inform a discussion of whether or not transfer rate data should be collected from British Columbia…

This report uses a question-and-answer format to address questions raised by parents, educators, and community members concerning accountability and inclusion of students with disabilities in educational assessment programs. The philosophy underlying the inclusion of all students in educational accountability systems is based on three assumptions:…

This paper examines issues in gathering data for purposes of making accountability decisions for students with disabilities. The first section describes five alternative methods being used: (1) administration of norm-referenced tests; (2) focus on results or outcomes; (3) Individualized Education Program aggregation; (4) secondary analysis of…