work without it.
A Principled Approach to Accountability Assessments for Students with Disabilities (NCEO Synthesis Report)
Johnstone, Christopher; Moen, Ross; Lazarus, Sheryl; Quenemoen, Rachel; Thurlow, Martha (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2008)
A 2008 report updating the National Center on Educational Outcomes' (NCEO) report from 2001 that identified principles and characteristics underlying inclusive assessment and accountability systems. This report on a principled approach to accountability assessments for students with disabilities reflects what the center has learned during the past seven years. The principles provide a vision for an inclusive system of assessments used for system accountability. The report addresses state and district K-12 academic content assessments designed for system accountability and focuses on all students with disabilities, including targeted groups of students within this group (e.g., English Language Learners with disabilities). Multiple stakeholders share the common goal of improving educational outcomes for all students have reviewed and commented on the principles and characteristics presented here.
The Center is supported through a Cooperative Agreement (#H326G050007)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. Additional support for targeted projects,
including those on English language learners, is provided by other federal
and state agencies. Opinions expressed herein do not necessarily reflect those of
the U.S. Department of Education or Offices within it.
Johnstone, Christopher; Moen, Ross; Lazarus, Sheryl; Quenemoen, Rachel; Thurlow, Martha.
A Principled Approach to Accountability Assessments for Students with Disabilities (NCEO Synthesis Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
Retrieved from the University of Minnesota Digital Conservancy,
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