Design for Increasing the Participation of Students with Disabilities and Limited English Proficient Students in the National Assessment of Educational Progress (NAEP) [microform] / Arnold A. Goldstein
- Bib ID:
- 5608330
- Format:
- Book and Microform
- Author:
- Goldstein, Arnold A
- Online Version:
- https://eric.ed.gov/?id=ED410292
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [S.l.] : Distributed by ERIC Clearinghouse, 1997
- 12 p.
- Summary:
-
The National Assessment of Educational Progress (NAEP) has always included students with disabilities and limited English proficient (LEP) students in the sample to be assessed, but only in relatively limited numbers. Recent research has indicated that many students who have been excluded are in fact capable of participating. The National Center for Education Statistics has field tested the use of revised criteria for deciding whether students should participate in the assessment and various accommodations and adaptations to remove barriers to participation. Inclusion of more students with disabilities and LEP students was studied in three samples for the national NAEP mathematics and science assessments and in the state NAEP assessments in mathematics and science. Students with disabilities and LEP students were oversampled in the national assessments but not in the state assessments. Students with disabilities in one sample from the national assessments were offered various accommodations to remove barriers to their participation. Changes have been incorporated into the 1996 NAEP to further the goal of maximum inclusion of students with disabilities and LEP students, while maintaining trend measurements from past assessments and continuing to report on the academic performance of all students in the nation. These changes will result in an improved and more representative national assessment program and will benefit states and school districts as the NAEP often serves as a model for the best practice in large-scale assessment. (Contains one figure.) (SLD)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1997
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- How does NAEP select schools and students? [microform] / National Center for Education Statistics
- Final report on the design of the National Assessment of Educational Progress [microform] / prepared for the National Institute of Education ; prepared by the Education Commission of the States
- Development of the National Assessment of Educational Progress [microform] / David A. Brandt ... [et al.]
- National Assessment of Educational Progress [microform]
- ACT's NAEP Redesign Project [microform] : assessment design is the key to useful and stable assessment results / [prepared by Luz Bay ... [et al.]]