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School Practices and Accountability for Students with Disabilities. NCEE 2015-4006

Jenifer Harr-RobinsMengli SongMichael GaretLouis Danielson

出版	ERIC Clearinghouse, 2015
URL	http://books.google.com.hk/books?id=aMUZvwEACAAJ&hl=&source=gbs_api

註釋This report presents descriptive findings on school practices in 12 states for schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup. The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. The following are appended: (1) Principal and Special Education Designee Surveys; (2) Chapter 2, Study Design Tables; (3) Chapter 3, Accountability Context for School Practices--State-Level Tables; (4) Chapter 4, School Characteristics and Staffing in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; (5) Chapter 5, School Programs and Student Support Strategies in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; (6) Chapter 6, Instructional Time, Structure, and Settings in SWD-Accountable and Non-SWD-Accountable Schools--State-Level Tables; and (7) Chapter 7, Teacher Collaboration and Professional Development in SWD-Accountable and Non-SWD Accountable Schools--State-Level Tables.