Strategies for Including All Students in National and State Assessments: Lessons from a National Longitudinal Study.Report as inadecuate




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Recent investigations of the extent to which students with disabilities are allowed to participate in major national data collections used in measurement-driven education reform suggest that 40 to 50 percent of students with disabilities are typically excluded from major assessments, although they are included to a greater degree in assessments that do not require completion of cognitive tests. The problem is one of accurate statistical reporting and modeling educational processes and phenomena. Exclusion issues are examined in the longitudinal perspective of the National Education Longitudinal Study of 1988 (NELS:88), using data from the base year and follow-up studies. It is recommended that educational longitudinal studies be designed so that they will map the school careers of learning disabled, physically handicapped, and limited English proficiency students in such a way that clear evaluation can be made of these children's integration and progress. The upcoming study of the kindergarten cohort of the Early Childhood Longitudinal Survey offers the opportunity to improve past survey and assessment practice. What eliminating exclusion can mean to this study is described. One figure and two tables illustrate the analysis. An appendix contains screening documents for the NELS:88. (Contains 34 references.) (SLD)

Descriptors: Attrition (Research Studies), Disabilities, Educational Assessment, Educational Change, Elementary Secondary Education, Eligibility, Limited English Speaking, Longitudinal Studies, National Surveys, Research Design, Research Methodology, Research Problems, Sampling, Special Education, State Programs, Statistical Bias, Student Participation, Test Bias, Testing Programs











Author: Ingels, Steven J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10809&id=ED363645



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