A report documenting the inclusion of students with disabilities in state science assessments in 2006-2007, the period just before the required implementation of statewide science assessments. The success of all students, including students with disabilities, on statewide assessments in mathematics and reading/English language arts has been examined closely, partly due to the role of these content areas in school accountability for the Elementary and Secondary Education Act (ESEA) known as "No Child Left Behind" (NCLB). States also were expected to establish science content standards by 2005-2006, and to develop assessments in science by 2007-2008.
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
Christensen, Laurene; Rogers, Christopher; Thurlow, Martha.
Science Assessments for Students with Disabilities in School Year 2006-2007: What We Know about Participation, Performance, and Accommodations (NCEO Synthesis Report).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.