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Download full textMari Quanbeck; Andrew R. Hinkle; Sheryl S. Lazarus; Virginia A. Ressa; Martha M. Thurlow – National Center on Educational Outcomes, 2023
This report contains the proceedings of a forum held on June 28, 2023 in New Orleans, Louisiana, to discuss issues surrounding meaningful accessibility of assessments. The forum was a post-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA) and was a collaboration of the "Assessment,…
Descriptors: Accessibility (for Disabled), Educational Testing, Technology Integration, Barriers
Council of Chief State School Officers, 2019
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…
Descriptors: Disabilities, English Language Learners, Language Proficiency, Student Needs
US Department of Education, 2017
Student graduation from high school with a regular high school diploma is an important indicator of school success and one of the most significant indicators of student college and career readiness. In addition, there are substantial economic benefits to high school completion. For example, according to the U.S. Department of Education's National…
Descriptors: Federal Legislation, Educational Legislation, High School Students, Graduation Rate
Office of Inspector General, US Department of Education, 2022
The U.S. Department of Education (Department) Office of Inspector General (OIG) annual plan identifies the audits, inspections, and other activities that the OIG intends to undertake to assist the Department in fulfilling its responsibilities to America's citizens and students. The FY 2023 Annual Plan details the assignment areas and resources…
Descriptors: Educational Assessment, Audits (Verification), Inspection, Efficiency
Thurlow, Martha L.; Lazarus, Sheryl S.; Larson, Erik D.; Albus, Deb A.; Liu, Kristi K.; Kwong, Elena – National Center on Educational Outcomes, 2017
With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analyses…
Descriptors: Alternative Assessment, Guidelines, Definitions, Academic Standards
Peer reviewedPeurach, Donald J.; Foster, Anna T.; Lyle, Angela M.; Seeber, Emily R. – Consortium for Policy Research in Education, 2021
The aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a…
Descriptors: Educational Innovation, Educational Improvement, Educational Policy, Educational Change
Direct linkBjörn, Piia M.; Aro, Mikko T.; Koponen, Tuire K.; Fuchs, Lynn S.; Fuchs, Douglas H. – Learning Disability Quarterly, 2016
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…
Descriptors: Foreign Countries, Response to Intervention, Special Education, International Assessment
Orlando, Ann-Marie; Klinepeter, Elizabeth; Foster, Megan – International Journal of Inclusive Education, 2016
Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was…
Descriptors: Inclusion, Special Education, College Students, Multiple Disabilities
D'Amato, Rik Carl; Perfect, Michelle – School Psychology, 2020
The purpose of this article was to historically review the field of school psychology for the 75th Anniversary of the founding of the Division of School Psychology (DSP) of the APA. Past and present proactive school psychology was evaluated and recommendations for the future were offered in light of historic APA DSP goals. Since its inception, the…
Descriptors: School Psychology, Educational History, Program Evaluation, Educational Change
Scalise, Kathleen; Irvin, P. Shawn; Alresheed, Fahad; Zvoch, Keith; Yim-Dockery, Huna; Park, Sunhi; Landis, Britt; Meng, Paul; Kleinfelder, Bren; Halladay, Lauren; Partsafas, Andrea – Journal of Special Education Technology, 2018
In this article, we describe current research findings on assessment accommodations and universal design within the context of emerging interactive digital assessment tasks that employ simulations such as in science, technology, engineering, and mathematics (STEM). STEM education in many classrooms now includes digitally based activities such as…
Descriptors: STEM Education, Testing Accommodations, Access to Education, Computer Simulation
Thurlow, Martha L.; Kopriva, Rebecca J. – Review of Research in Education, 2015
The purpose of this chapter is to review what has happened, and what is likely to happen, as accessibility and accommodations research and practice for content assessments are advanced to ensure the appropriate inclusion and validity of assessment results for English learners (ELs) and students with disabilities. A description of accommodations…
Descriptors: English Language Learners, Disabilities, Academic Accommodations (Disabilities), Testing Accommodations
Thurlow, Martha L.; Albus, Debra A.; Lazarus, Sheryl S.; Vang, Miong – National Center on Educational Outcomes, 2014
Graduation rates and requirements for earning a regular diploma are topics of increasing interest as states focus on ensuring that their students are college and career ready when they leave school with a diploma. To ensure that states are gauging the rates at which students are graduating in a consistent way, the Elementary and Secondary…
Descriptors: Graduation Rate, Graduation Requirements, College Readiness, Disabilities
Granovskiy, Boris; Hegji, Alexandra – Congressional Research Service, 2019
The majority of federal assistance for disaster management is made available from the Federal Emergency Management Agency (FEMA), as authorized under the Robert T. Stafford Disaster Relief and Emergency Assistance Act (Stafford Act: P.L. 93-288). The public assistance available under the Stafford Act largely provides funds for disaster relief…
Descriptors: Natural Disasters, Federal Aid, Elementary Secondary Education, Postsecondary Education
Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2016
During the 2015-16 school year, 25 states used assessments aligned to college- and career-ready standards developed by consortia of states (i.e., Partnership for Assessment of Readiness for College and Careers--PARCC, Smarter Balanced Assessment Consortium--Smarter Balanced) as their accountability assessments. The participation of students with…
Descriptors: High School Students, Disabilities, Academic Accommodations (Disabilities), Testing Accommodations
Haynes, Mariana – Alliance for Excellent Education, 2015
Noting that 60 percent of both fourth and eighth graders currently struggle with reading, this report urges the U.S. Congress to focus on students' literacy development from early childhood through grade twelve as it works to rewrite of the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind Act (NCLB). In…
Descriptors: Reading Difficulties, Literacy Education, Grade 4, Grade 8
