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Direct linkLing Zhang; Richard Allen Carter; Nicholas J. Hoekstra – Policy Futures in Education, 2024
Universal Design for Learning (UDL) has been frequently discussed as a framework that guides the design of inclusive learning environments for all students with and without disabilities. This policy brief reports on findings of a content analysis of how UDL was referenced in three major U.S. federal education laws. Results indicate that UDL was…
Descriptors: Access to Education, Educational Policy, Students with Disabilities, Content Analysis
Jennifer A. Bury – ProQuest LLC, 2024
No Child Left Behind (NCLB) cemented a standardized testing assessment culture in the United States but research has highlighted the inequities (Au, 2020; Dixon, 1978; Grodsky et al., 2008; Khan, 2020; Moses & Nanna, 2007), unreliability (Hunt et al., 2010; Pizmony-Levy & Green Saraisky, 2016) and negative impacts (Berryhill et al., 2009;…
Descriptors: Alternative Assessment, Test Validity, Test Reliability, Accountability
Download full textQuenemoen, Rachel F.; Thurlow, Martha L. – National Center on Educational Outcomes, 2019
A chain of interconnected events has occurred over the past four decades that can transform the lives of students with disabilities and their families. These events include the national policy shift to standards-based reform, legislative action that is reflected in reauthorizations of federal educational laws and regulations, and sustained state…
Descriptors: Students with Disabilities, Educational Policy, Educational Practices, Educational Change
McGuinn, Patrick – State Education Standard, 2015
The "Race to the Top" competitive grant program initiated a wave of teacher evaluation reform, which scholars and policymakers have long identified as critical to improving teacher quality and student performance. State boards of education (SBEs) and state education agencies (SEAs) took different approaches to these reforms, and as a…
Descriptors: Teacher Evaluation, State Policy, Case Studies, Program Implementation
Weigert, Susan C. – International Journal of Disability, Development and Education, 2012
The decade following the publication of the No Child Left Behind Act 2001 was an innovative period with respect to inclusive assessment practices for students with disabilities (SWDs). As the United States educational policies under the Obama Administration's Race to the Top initiative re-conceive the inclusion of SWDs in state assessment-based…
Descriptors: Federal Legislation, Disabilities, Accountability, Inclusion
Perner, Darlene E. – Education and Training in Developmental Disabilities, 2007
Neither school reform nor the focus on developing accountability systems that measure and evaluate the success of schooling are new or innovative educational practices. Even before the No Child Left Behind (NCLB) Act of 2001, many states had changed or were changing their accountability and assessment systems. Similarly, individual school…
Descriptors: Federal Legislation, Educational Practices, Educational Change, School Restructuring
