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From page 283... ... See also Performance of students with disabilities academic credits vs vocational credits, 135 Read the entire page →
From page 284... ... See also Reporting of assessment results; Tests accommodations in, 33, 34, 61, 65, 69, 85, 106, 108, 109, 112, 152-153, 159-160, 170-182, 183, 187, 191, 192-193, 257, 274-275 for accountability, 2, 28, 40, 151, 154-157 administration frequency, 156-157 alternate, 3, 172-173, 174-175, 187, 189, 249 comparability of performance, 33, 168-169, 172, 257 computer-based, 183 consequences attached to, 155, 157, 167, 184, 258 construct-disability relationship, 170- 171 content standards linked with, 3, 25-26, 28, 45, 155 context-dependence of, 169-170 costs, 40, 189-190 design, 7-8, 33, 40, 65, 152, 154, 155, 161 162, 182-183 differential item functioning, 181 exemption/exclusion from, 2, 6, 96, 152 153, 191-192, 256, 258 fairness of, 7, 167-168, 184-189 formats/approaches, 3, 27-28, 32, 37, 39-40, 64, 80, 157, 161 item response theory, 182- 183 large-scale, 27-28, 37, 70, 152, 155, 161 190, 251 legal frameworks for, 25-26, 162, 174, 186 189, 193 out-of-level testing,l72 participation of students with disabilities in, 24-25, 34, 54, 71, 153, 158-190, 192 193, 254-255, 267, 272 performance assessment, 32, 161-165 Read the entire page →
From page 285... ... See also Identification of students with disabilities; specific categories and accommodation design, 177-178 and assessments, 178 and comparability of studies, 92, 178 defining disability, 71-82 dimension, 77-80 eligibility policy, 54-56, 64, 82-86 federal regulatory definitions, 71-75 imprecision of categories, 83-86, 171, 177178, 255 and placement decisions, 90-94, 178-179 severity, 4, 55, 75-77, 110-111 social stigma of labeling, 34, 82-83, 184185, 254 state variation in policies, 4, 76, 83-84, 110 taxonomy changes, 4, 85-86, 178 and treatment decisions, 84, 85 variability in rates, 75 285 Cognitive disabilities accommodations, 2, 65, 108, 110-111 content standards, 137, 146 definition, 79 n.3, 250 instruction strategies, 125-129 mild, 4, 84, 108, 111 severe, 25, 110-111, 137, 169 Colorado, 115, 139, 144, 155 Communication skills and language development cognitive disabilities, 126, 129 as dimension of disability, 79-80 Connecticut, 29 n.8, 76 Constructivism, 117-118, 126-128, 129, 149150, 250 Content standards. See also Curriculum abstract applications, 116-117 and achievement/outcomes, 136 addressing students with disabilities in, 25, 137-138 alternate, 147-148, 201-202 and appropriate education, 5, 140-141, 145 147, 150 assessments linked with, 25-26, 28, 45 benefits of, 138- 137 controversies, 37-38 criteria, 36-37 decision-making process, 6, 145-147, 150 defined, 3, 22, 250 definitional process, 36-39 educational implications, 140-149 IASA, 25-26 and IEP process, 138, 147- 148 implementation in individual schools and classrooms, 40-44 instructional implications, 5, 40-44, 114, 115-116, 117-118, 146, 149-150 and learning, 138-139 legal implications, 140-150 purposes, 114 recommendations, 197-199, 201-202 resource implications, 114, 142-145 severity of disability and, 146-147 state variation in approaches, 27, 114-117, 137-138, 149 and teacher education and professional development, 143-144 Council for Exceptional Children, 35, 255-256 Council of Chief State School Officers, 28, 35, 115, 117, 138, 144, 258 Council of Great City Schools, 115, 258-259 Credentialing, 121, 122-123 Criterion of ultimate functioning, 119-120, 128129 Read the entire page →
From page 286... ... See also Serious emotional disturbance Employment competitive, 98, 99, 101, 250 disability status and, 98-99, 120 high school graduation/diploma and, 98, 121, 122-123 outcomes of special education students, 4, 54, 94, 98-99 parental involvement in education and, 101 preparation programs, 120- 121 transition services, 119, 149 INDEX Family. See also Parental involvement attitudes, and achievement, 268-272, 273 single-parent households, 90, 105 status, and achievement, 100, 266, 268-272 France, 30 Functional academics, 79 Functional life skills, 146 Gender differences achievement test data, 264, 265, 267, 274 in disability status, 88 math scores, 274 General education curriculum course-taking patterns, 134- 136 IEP connection to, 4-5, 56, 59 as least restrictive environment, 59 participation time of students with disabilities, 56, 90-91, 109, 129, 132136, 254-255 secondary school, 134-136 Georgia, 29 n.8, 76 Goals 2000: Educate America Act assessments, 24-25, 174 charge to committee under, 2 conditions for grants, 23, 26 content standards, 22 controversies, 23-24, 259 defined, 251 National Education Goals, 14-15, 23 opportunity-to-learn standards, 23-24 parental involvement goals, 23 performance standards, 22 professional education, 143 systemic approach to reform, 45 Hawaii, 76 Health and physical education standards, 116 Hearing impairment, 71, 72, 75, 80, 81, 88, 93, 97, 99, 134, 273 n.5 High school graduation academic credit requirements, 134 course-taking patterns and, 136 credentialing issue, 121, 122-123 differentiated diplomas, 96, 121, 122 and employment, 98, 121, 122-123 litigation, 123 minimum competency tests, 32, 61, 123, 156, 187-188 recommendations, 206-207 special education students, 4, 13, 54, 94, 9596, 112 Hispanic Americans, 88-89, 264, 265, 268-272, 274 Read the entire page →
From page 287... ... . See also Individualized education program appropriate education under, 3, 46, 58, 61, 92, 107, 140 assessment requirements, 187, 193 basic requirements, 46, 58, 68, 189 defined, 251 definitions of disabilities, 54, 71-75, 258 eligibility criteria, 69-71 funding/appropriations, 26, 47, 54 goals, 47, 53 implementation, 47, 53-64 limitations, 259, 260 litigation, 57-59 number of children served under, 86 n.4, 186 parental involvement principle, 62-64, 102 placement data collection, 92 n.7 Section 504 compared with, 50 state participation, 47, 50, 51-52 transition services, 119 voluntary participation by states, 47, 50 Instructional practices. Read the entire page →
From page 288... ... See also Achievement and outcomes of students; Opportunity to learn constructivist, 117-118, 126-128, 129, 149150, 250 content standards and, 138 - 139 cooperative, 132, 133 hierarchy of, 127- 128 instructional technology and, 132 IQ-achievement discrepancy criterion, 154 mastery, 132, 133 outcomes, 32, 274 Learning disabilities accommodations, 61, 106, 274-275 and achievement test scores, 265, 271-273, 274, 275 characteristics, 76-77, 84, 87 and content standards, 146-147 criteria for determining, 74, 75, 78 definition, 73, 75, 78, 81-82 diagnosis, 78, 81, 83 eligibility for special education, 55 and general education courses, 134 instruction and curricular planning, 120, 133 outcomes of students with, 95, 97, 98, 99, 120 and placement decisions, 92, 93 prevalence, 4, 76, 86, 87, 178 race/ethnic trends, 89 social stigma of labeling and, 83 INDEX treatment, 84 Least restrictive environment, 3, 58, 59-61, 92, 94, 251 Legal issues in assessment, 186- 189 in content standards, 140-148 for special education, 53-64 Litigation/lawsuits Alabama Coalition for Equity v. Hunt, 52 Board of Education of Hendrick Hudson Central School District v. Read the entire page →
From page 289... ... See Achievement and outcomes of students Parent education, and student achievement, 100, 267, 268-272, 274 Parental expectations, and achievement, 6, 101102, 111, 267, 268-272, 274 Parental involvement and achievement, 6, 100- 102, 111, 268-272, 274 barriers to participation, 103-104, 111 IDEA requirements, 62-64, 102 in IEP process, 6, 56, 62, 64, 101-105, 111, 147, 255, 256 measures of, 100-101 minority and poverty status and, 6, 104-105, 111, 147 recommendations, 10, 204-205 in special education process, 6, 56, 62-64, 100, 102-105, 257, 259 in standards-based reforms, 63, 100, 111, 255 Participation of students with disabilities in accountability systems, 54, 60-61, 158161, 192, 255-256 in assessments, 24-25, 34, 54, 71, 153, 158190, 192, 254-255, 267, 272 course-taking in secondary schools, 134136 definition of, 256-257 in general education curriculum, 56, 90-91, 109, 110, 129, 132-136, 150, 255-256 implications of increases in, 190-192 rationale for, 136- 137 recommendations, 197-210 severity of disability and, 80, 107-109, 110111 special education enrollments, 49, 53-54 time spent in secondary schools, 134 Pennsylvania, 38, 63, 138 Read the entire page →
From page 290... ... See also Education of All Handicapped Children Act of 1975 Qualification for special education. See Classification of disabilities; Identification of students with disabilities Race/ethnicity and achievement test data, 264, 265, 267, 268-272, 274 and identification of children with disabilities, 88-89, 90, 104, 258-259 and high school graduation, 95 and parental participation, 6, 104-105, 111, 147 Reading achievement, 97, 102, 263, 266, 268-272, 273, 274 disability status and, 102, 274 instruction, 38, 126, 127, 133 standards, 116, 117 Recommendations accountability system, 7, 9-10, 200-201, 202-203 alterations to standards and assessments, 7, 10, 198-199, 201-202, 202-204 assessment, 10, 197-204, 205, 210 design of standards, 9, 197-198, 201-202 INDEX guiding principles, 197 IEP process, 9, 199-200 implementation of standards-based reform, 10, 207-208 opportunity to learn, 10, 205-206 outcomes monitoring, 10, 206-207 parental involvement, 10, 204-205 research, 208-210 Rehabilitation Act of 1973, Section 504, 47, 50, 52, 54, 61, 68, 69, 165, 174, 187, 189, 252 Reporting of assessment results accommodations and, 177, 179, 183, 184 and accountability for students with disabilities, 7, 185 altered assessments, 173, 175 by broad performance levels, 157 classification of disability and, 178 cohort, point-estimate models, 266-273 confidentiality and labeling concerns, 184 185 design of mechanisms for, 7, 184 disaggregation of data, 184, 185- 186, 203, 250 exclusion of students with disabilities, 71, 158, 181 flagging, 158, 184-185 measurement error, 167 multivariate estimates of achievement, 266 275 normative, 157 point estimates of achievement, 263-265 recommendations, 200-201, 202-203, 206 207 reliability, 40, 162, 163-165, 185-186, 252, 275 unit of accountability and, 183- 184 and use for tracking students with disabilities, 161 validity of inferences, 39, 65, 162, 163, 165-171, 173, 177, 178, 179, 183, 184, 185, 186-187, 253 value-added models, 155, 273-275 Research needs accommodated testing, 182, 210 achievement of students with disabilities, 97-98, 112 assessments, 193-194, 210 clinical and psychometric, 65 computer technology applications, 209-210 credentialing alternatives, 210 inclusion of students in general education curriculum, 255 instructional methods, 150, 209 Read the entire page →
From page 291... ... See Adaptive behavior Social functioning, 79, 107, 126, 129 Social stigma, 59, 82-83, 96 Socioeconomic/poverty status and achievement test scores, 95, 100, 264, 266-267, 268-272 and identification of disabilities, 89-90, 91 and outcomes of students, 95 and parental participation, 6, 104-105, 111, 147 Special education. See also Individualized education program; Instruction practices; specific legislation accommodations in services, 61, 92-93 accountability in, 49, 151-152, 255 characteristics of students, 86- 100, 111- 112 costs and financing, 48-49 declassification rates, 70-71 defined, 252 291 eligibility, 54-55, 69-86 enrollments, 49, 53-54, 71 federal initiatives, 2-3, 46-51 guiding assumptions, 53-64, 113 history of, 52-53 implementation of, 52-64 least restrictive environment, 59-61 legalization of, 63-64, 65 minority overrepresentation in, 88-89, 90, 104, 258-259 National Longitudinal Transitional Study, 54, 101 parental participation, 6, 56, 62-64, 102-105 placement policies, 1, 90-94, 196-197 policy assumptions, 52-64 rationale behind, 52-53 referral rates, 71, 112, 159 standards-based reform melded with, 20-22, 45, 64-67 state laws, 2, 51-52 Speech and language (Sp/L) Read the entire page →
From page 292... ... See also Assessment; Reporting of assessment results Comprehensive Test of Basic Skills, 263 Graduate Record Examination, 177, 179 high-stakes, 108, 152, 156, 159, 168, 187, 251 Law School Admission Test (LSAT) , 180 minimum competency, 32, 61, 123, 156, Scholastic Aptitude Test, 177, 179, 180 standardized, 107, 151, 173, 176, 252-253, 256 "teaching to," 152 Texas, 28 n.7 Third International Mathematics and Science Study (TIMSS) Read the entire page →

From page 283...

... See also Performance of students with disabilities academic credits vs vocational credits, 135

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From page 284...

... See also Reporting of assessment results; Tests accommodations in, 33, 34, 61, 65, 69, 85, 106, 108, 109, 112, 152-153, 159-160, 170-182, 183, 187, 191, 192-193, 257, 274-275 for accountability, 2, 28, 40, 151, 154-157 administration frequency, 156-157 alternate, 3, 172-173, 174-175, 187, 189, 249 comparability of performance, 33, 168-169, 172, 257 computer-based, 183 consequences attached to, 155, 157, 167, 184, 258 construct-disability relationship, 170- 171 content standards linked with, 3, 25-26, 28, 45, 155 context-dependence of, 169-170 costs, 40, 189-190 design, 7-8, 33, 40, 65, 152, 154, 155, 161 162, 182-183 differential item functioning, 181 exemption/exclusion from, 2, 6, 96, 152 153, 191-192, 256, 258 fairness of, 7, 167-168, 184-189 formats/approaches, 3, 27-28, 32, 37, 39-40, 64, 80, 157, 161 item response theory, 182- 183 large-scale, 27-28, 37, 70, 152, 155, 161 190, 251 legal frameworks for, 25-26, 162, 174, 186 189, 193 out-of-level testing,l72 participation of students with disabilities in, 24-25, 34, 54, 71, 153, 158-190, 192 193, 254-255, 267, 272 performance assessment, 32, 161-165

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From page 285...

... See also Identification of students with disabilities; specific categories and accommodation design, 177-178 and assessments, 178 and comparability of studies, 92, 178 defining disability, 71-82 dimension, 77-80 eligibility policy, 54-56, 64, 82-86 federal regulatory definitions, 71-75 imprecision of categories, 83-86, 171, 177178, 255 and placement decisions, 90-94, 178-179 severity, 4, 55, 75-77, 110-111 social stigma of labeling, 34, 82-83, 184185, 254 state variation in policies, 4, 76, 83-84, 110 taxonomy changes, 4, 85-86, 178 and treatment decisions, 84, 85 variability in rates, 75 285 Cognitive disabilities accommodations, 2, 65, 108, 110-111 content standards, 137, 146 definition, 79 n.3, 250 instruction strategies, 125-129 mild, 4, 84, 108, 111 severe, 25, 110-111, 137, 169 Colorado, 115, 139, 144, 155 Communication skills and language development cognitive disabilities, 126, 129 as dimension of disability, 79-80 Connecticut, 29 n.8, 76 Constructivism, 117-118, 126-128, 129, 149150, 250 Content standards. See also Curriculum abstract applications, 116-117 and achievement/outcomes, 136 addressing students with disabilities in, 25, 137-138 alternate, 147-148, 201-202 and appropriate education, 5, 140-141, 145 147, 150 assessments linked with, 25-26, 28, 45 benefits of, 138- 137 controversies, 37-38 criteria, 36-37 decision-making process, 6, 145-147, 150 defined, 3, 22, 250 definitional process, 36-39 educational implications, 140-149 IASA, 25-26 and IEP process, 138, 147- 148 implementation in individual schools and classrooms, 40-44 instructional implications, 5, 40-44, 114, 115-116, 117-118, 146, 149-150 and learning, 138-139 legal implications, 140-150 purposes, 114 recommendations, 197-199, 201-202 resource implications, 114, 142-145 severity of disability and, 146-147 state variation in approaches, 27, 114-117, 137-138, 149 and teacher education and professional development, 143-144 Council for Exceptional Children, 35, 255-256 Council of Chief State School Officers, 28, 35, 115, 117, 138, 144, 258 Council of Great City Schools, 115, 258-259 Credentialing, 121, 122-123 Criterion of ultimate functioning, 119-120, 128129

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From page 286...

... See also Serious emotional disturbance Employment competitive, 98, 99, 101, 250 disability status and, 98-99, 120 high school graduation/diploma and, 98, 121, 122-123 outcomes of special education students, 4, 54, 94, 98-99 parental involvement in education and, 101 preparation programs, 120- 121 transition services, 119, 149 INDEX Family. See also Parental involvement attitudes, and achievement, 268-272, 273 single-parent households, 90, 105 status, and achievement, 100, 266, 268-272 France, 30 Functional academics, 79 Functional life skills, 146 Gender differences achievement test data, 264, 265, 267, 274 in disability status, 88 math scores, 274 General education curriculum course-taking patterns, 134- 136 IEP connection to, 4-5, 56, 59 as least restrictive environment, 59 participation time of students with disabilities, 56, 90-91, 109, 129, 132136, 254-255 secondary school, 134-136 Georgia, 29 n.8, 76 Goals 2000: Educate America Act assessments, 24-25, 174 charge to committee under, 2 conditions for grants, 23, 26 content standards, 22 controversies, 23-24, 259 defined, 251 National Education Goals, 14-15, 23 opportunity-to-learn standards, 23-24 parental involvement goals, 23 performance standards, 22 professional education, 143 systemic approach to reform, 45 Hawaii, 76 Health and physical education standards, 116 Hearing impairment, 71, 72, 75, 80, 81, 88, 93, 97, 99, 134, 273 n.5 High school graduation academic credit requirements, 134 course-taking patterns and, 136 credentialing issue, 121, 122-123 differentiated diplomas, 96, 121, 122 and employment, 98, 121, 122-123 litigation, 123 minimum competency tests, 32, 61, 123, 156, 187-188 recommendations, 206-207 special education students, 4, 13, 54, 94, 9596, 112 Hispanic Americans, 88-89, 264, 265, 268-272, 274

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From page 287...

... . See also Individualized education program appropriate education under, 3, 46, 58, 61, 92, 107, 140 assessment requirements, 187, 193 basic requirements, 46, 58, 68, 189 defined, 251 definitions of disabilities, 54, 71-75, 258 eligibility criteria, 69-71 funding/appropriations, 26, 47, 54 goals, 47, 53 implementation, 47, 53-64 limitations, 259, 260 litigation, 57-59 number of children served under, 86 n.4, 186 parental involvement principle, 62-64, 102 placement data collection, 92 n.7 Section 504 compared with, 50 state participation, 47, 50, 51-52 transition services, 119 voluntary participation by states, 47, 50 Instructional practices.

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From page 288...

... See also Achievement and outcomes of students; Opportunity to learn constructivist, 117-118, 126-128, 129, 149150, 250 content standards and, 138 - 139 cooperative, 132, 133 hierarchy of, 127- 128 instructional technology and, 132 IQ-achievement discrepancy criterion, 154 mastery, 132, 133 outcomes, 32, 274 Learning disabilities accommodations, 61, 106, 274-275 and achievement test scores, 265, 271-273, 274, 275 characteristics, 76-77, 84, 87 and content standards, 146-147 criteria for determining, 74, 75, 78 definition, 73, 75, 78, 81-82 diagnosis, 78, 81, 83 eligibility for special education, 55 and general education courses, 134 instruction and curricular planning, 120, 133 outcomes of students with, 95, 97, 98, 99, 120 and placement decisions, 92, 93 prevalence, 4, 76, 86, 87, 178 race/ethnic trends, 89 social stigma of labeling and, 83 INDEX treatment, 84 Least restrictive environment, 3, 58, 59-61, 92, 94, 251 Legal issues in assessment, 186- 189 in content standards, 140-148 for special education, 53-64 Litigation/lawsuits Alabama Coalition for Equity v. Hunt, 52 Board of Education of Hendrick Hudson Central School District v.

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From page 289...

... See Achievement and outcomes of students Parent education, and student achievement, 100, 267, 268-272, 274 Parental expectations, and achievement, 6, 101102, 111, 267, 268-272, 274 Parental involvement and achievement, 6, 100- 102, 111, 268-272, 274 barriers to participation, 103-104, 111 IDEA requirements, 62-64, 102 in IEP process, 6, 56, 62, 64, 101-105, 111, 147, 255, 256 measures of, 100-101 minority and poverty status and, 6, 104-105, 111, 147 recommendations, 10, 204-205 in special education process, 6, 56, 62-64, 100, 102-105, 257, 259 in standards-based reforms, 63, 100, 111, 255 Participation of students with disabilities in accountability systems, 54, 60-61, 158161, 192, 255-256 in assessments, 24-25, 34, 54, 71, 153, 158190, 192, 254-255, 267, 272 course-taking in secondary schools, 134136 definition of, 256-257 in general education curriculum, 56, 90-91, 109, 110, 129, 132-136, 150, 255-256 implications of increases in, 190-192 rationale for, 136- 137 recommendations, 197-210 severity of disability and, 80, 107-109, 110111 special education enrollments, 49, 53-54 time spent in secondary schools, 134 Pennsylvania, 38, 63, 138

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From page 290...

... See also Education of All Handicapped Children Act of 1975 Qualification for special education. See Classification of disabilities; Identification of students with disabilities Race/ethnicity and achievement test data, 264, 265, 267, 268-272, 274 and identification of children with disabilities, 88-89, 90, 104, 258-259 and high school graduation, 95 and parental participation, 6, 104-105, 111, 147 Reading achievement, 97, 102, 263, 266, 268-272, 273, 274 disability status and, 102, 274 instruction, 38, 126, 127, 133 standards, 116, 117 Recommendations accountability system, 7, 9-10, 200-201, 202-203 alterations to standards and assessments, 7, 10, 198-199, 201-202, 202-204 assessment, 10, 197-204, 205, 210 design of standards, 9, 197-198, 201-202 INDEX guiding principles, 197 IEP process, 9, 199-200 implementation of standards-based reform, 10, 207-208 opportunity to learn, 10, 205-206 outcomes monitoring, 10, 206-207 parental involvement, 10, 204-205 research, 208-210 Rehabilitation Act of 1973, Section 504, 47, 50, 52, 54, 61, 68, 69, 165, 174, 187, 189, 252 Reporting of assessment results accommodations and, 177, 179, 183, 184 and accountability for students with disabilities, 7, 185 altered assessments, 173, 175 by broad performance levels, 157 classification of disability and, 178 cohort, point-estimate models, 266-273 confidentiality and labeling concerns, 184 185 design of mechanisms for, 7, 184 disaggregation of data, 184, 185- 186, 203, 250 exclusion of students with disabilities, 71, 158, 181 flagging, 158, 184-185 measurement error, 167 multivariate estimates of achievement, 266 275 normative, 157 point estimates of achievement, 263-265 recommendations, 200-201, 202-203, 206 207 reliability, 40, 162, 163-165, 185-186, 252, 275 unit of accountability and, 183- 184 and use for tracking students with disabilities, 161 validity of inferences, 39, 65, 162, 163, 165-171, 173, 177, 178, 179, 183, 184, 185, 186-187, 253 value-added models, 155, 273-275 Research needs accommodated testing, 182, 210 achievement of students with disabilities, 97-98, 112 assessments, 193-194, 210 clinical and psychometric, 65 computer technology applications, 209-210 credentialing alternatives, 210 inclusion of students in general education curriculum, 255 instructional methods, 150, 209

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From page 291...

... See Adaptive behavior Social functioning, 79, 107, 126, 129 Social stigma, 59, 82-83, 96 Socioeconomic/poverty status and achievement test scores, 95, 100, 264, 266-267, 268-272 and identification of disabilities, 89-90, 91 and outcomes of students, 95 and parental participation, 6, 104-105, 111, 147 Special education. See also Individualized education program; Instruction practices; specific legislation accommodations in services, 61, 92-93 accountability in, 49, 151-152, 255 characteristics of students, 86- 100, 111- 112 costs and financing, 48-49 declassification rates, 70-71 defined, 252 291 eligibility, 54-55, 69-86 enrollments, 49, 53-54, 71 federal initiatives, 2-3, 46-51 guiding assumptions, 53-64, 113 history of, 52-53 implementation of, 52-64 least restrictive environment, 59-61 legalization of, 63-64, 65 minority overrepresentation in, 88-89, 90, 104, 258-259 National Longitudinal Transitional Study, 54, 101 parental participation, 6, 56, 62-64, 102-105 placement policies, 1, 90-94, 196-197 policy assumptions, 52-64 rationale behind, 52-53 referral rates, 71, 112, 159 standards-based reform melded with, 20-22, 45, 64-67 state laws, 2, 51-52 Speech and language (Sp/L)

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From page 292...

... See also Assessment; Reporting of assessment results Comprehensive Test of Basic Skills, 263 Graduate Record Examination, 177, 179 high-stakes, 108, 152, 156, 159, 168, 187, 251 Law School Admission Test (LSAT) , 180 minimum competency, 32, 61, 123, 156, Scholastic Aptitude Test, 177, 179, 180 standardized, 107, 151, 173, 176, 252-253, 256 "teaching to," 152 Texas, 28 n.7 Third International Mathematics and Science Study (TIMSS)

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INDEX Pages 283-292

INDEX
Pages 283-292