Tag » accommodations
- 1/1/06 - Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. , U.S. Department of Education
The fundamental principles underlying the No Child Left Behind (NCLB) Act of
2001focus on high standards of learning and instruction with the goal of
increasing academic achievement—reading and math in particular—within all
identified subgroups in the K-12 population. One of these subgroups is the
growing population of English Language Learners (ELLs). NCLB has increased
awareness of the academic needs and achievement of ELLs as schools,
districts, and states are held accountable for...
- 1/3/09 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.
The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...
- 1/1/88 - Gibson, M.
- 1/1/69 - Wang, M. C. , D. K. Lipsky & A. Garner
- 1/16/09 - Lucinda Gray, Laurie Lewis
"This report provides national data on the availability and use of educational technology in public school districts during fall 2008. The data are the results of a national district-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Every year between 1994 and 2005 (with the exception of 2004), the Office of Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education Statistics (NCES...
- 1/1/96 - Gallimore, R., Coots, J., Weisner, T., Garnier, H., & Guthrie, D.
- 1/1/93 - Gallimore, R., Weisner, T. S., Bernheimer, L. P., Guthrie, D., & Nihira, K.
- 1/14/09 - Western Region Outreach Center & Consortia at the National Center on Deafness,
A pocket sized handbook for professors, high school teachers and vocational teachers new to interacting with Deaf and Hard of Hearing students. Topics include a general understanding of deafness, classroom accomodations, and communication tips.
- 1/1/08 - Cumming, J. Joy
Equity in assessment concerns all educational authorities and practitioners. While educators commonly consider issues of equity in terms of accommodations for students with special needs, or addressing cultural difference, equity issues in educational assessment have emerged outside these bases. This paper examines equity assessment issues, drawing predominantly on case history from the United States of America (US) with examples from Australia and England, to demonstrate areas that may draw...
- 1/5/09 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.
Book 3 of 3: This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of...
- 1/8/10 - Crawford, L.
This report describes the variability in the adoption and use of test accommodations across different states. In a similar vein, this report explores a new challenge to the use of test accommodations due to the recently released federal regulations allowing the creation of an alternate assessment, based on modified achievement standards for students with disabilities. The report concludes with recommendations for policy makers and other decision makers related to possible next steps in...
- 1/2/10 - Sheryl S. Lazarus, Damien C. Cormier, Melissa Crone, Martha L. Thurlow
"The National Center on Educational Outcomes (NCEO) has tracked and analyzed states’ accommodations policies for 17 years. This report presents the results of an analysis of states’ accommodations policies for the alternate assessment based on modified achievement standards (AA-MAS), and compares these policies with the states’ regular assessment accommodations policies. This is the first time that NCEO has published a report that is specifically focused on AA-MAS accommodations...
- 1/2/10 - Sheryl S. Lazarus , Jennifer Hodgson, Martha L. Thurlow
"The National Center on Educational Outcomes (NCEO) has annually compiled, analyzed, and summarized states’ participation guidelines for the AA-MAS since 2007. The purpose of this report is to update information in previous reports. As of October 2009, 14 states (Arizona, California, Connecticut, Indiana, Kansas, Louisiana, Maryland, Michigan, North Carolina, North Dakota, Ohio, Oklahoma, Tennessee, and Texas) had publicly available participation guidelines for an assessment they...
- 1/31/10 - National Center for Education Statistics,
"This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and...