Describes rationale and model for changing assessment efforts in schools from simple description to integration of information from multiple sources for purpose of designing interventions. Sees analyzing instructional environments for individual students as prerequisite for effective consultation and intervention planning. Suggests school…

The authors suggest that efforts to comply with the protection in evaluation procedures provisions of P.L. 94-142 (the Education for All Handicapped Children Act) have been characterized by attempts to identify a single fair test for use with specific groups of minority children, and that such efforts will not result in improved efforts to…

This document presents a conceptual model of educational domains and outcomes for learners in Grade 8 (or approximately 13 years of age) and possible indicators for each outcome for all students, including students with disabilities or developmental delays. In the model, educational resources (inputs and contexts) influence learning opportunity…

This document presents a model of educational outcomes for learners in grade 4 and the indicators of these outcomes for all students. This includes students identified as having disabilities or developmental delays. The document begins with a presentation of the conceptual model, with Educational Resources (Inputs and Contexts) influencing…

This booklet provides suggestions for possible sources of information for each of the student performance indicators listed in the National Center on Educational Outcomes' conceptual model for students in fourth grade, including students with disabilities. The model has eight outcome domains, each with several outcomes and indicators of outcomes.…

This booklet provides suggestions for possible sources of information for each of the student performance indicators listed in the National Center on Educational Outcomes' conceptual model for eighth-grade students, including students with disabilities. The model has eight outcome domains, each with several outcomes and indicators of outcomes. For…

The National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. The purpose of this document is to present a model of: (1) early childhood outcomes at age 3, where outcomes are defined as the results…

As part of its response to the current emphasis on educational reform and accountability, the National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. In doing so, it has taken an inclusive…

This guide is intended to help develop and implement an outcomes assessment program at the school, district, or state level. An introduction summarizes the purposes of this approach to assessment, which focuses on results rather than process. A four-step process is outlined. The first step is to establish a solid foundation for assessment efforts,…

This booklet explains the model of educational outcomes and indicators for students completing school developed by the National Center on Educational Outcomes. It then discusses suggested sources of information for the model's 77 indicators which measure the results of education. The model lists specific outcomes for the school completion level,…

This guide presents a model for evaluation of educational outcomes appropriate for use with all students (with and without disabilities). It addresses specific post-school outcomes, associated indicators, and possible sources of data for the indicators. The model identifies seven measurable outcome domains and three to five outcomes per domain.…