Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities (NCEO Technical Report)

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Title

Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities (NCEO Technical Report)

Published Date

2006-03

Publisher

University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)

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Report

Abstract

Description

A report summarizing findings for policymakers, researchers, and educators that focuses on assessment, accommodations, and accountability in relation to K-12 students with disabilities.

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Series/Report Number

NCEO Technical Reports;No. 43

Funding information

The Center is supported through a Cooperative Agreement (#H326G000001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily reflect those of the U.S. Department of Education or Offices within it.

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Thurlow, Martha; Wiley, Hilda; Klein, Jean A. (2006). Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities (NCEO Technical Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/174020.

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