The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. This article provides a synthesis of information gathered through (a) a comprehensive review of legislation and policy on alternative schools/programs from 48 states and (b) a national survey about alternative schools and students served completed by key contacts at state departments of education. Information is organized and discussed with regard to state-level definitions of alternative schools, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, information about the provision of special education in these settings and the extent to which students with disabilities enroll is included.
The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Jim Ysseldyke was awarded the Research Award in 1995, recognizing more than 25 years of research investigating a variety of assessment and instructional decision-making practices. This article presents generalizations that he has gleaned from his years of research, as well as his thoughts for the future.
The reauthorized Individuals with Disabilities Education Act (IDEA) requires that states have alternate assessments in place by the year 2000. Personnel in departments of education are working on the development of alternate assessments that are to be used in accounting for the performance and progress of students with disabilities who do not participate in the typical state assessments. In this article, we define alternate assessment, describe methods that can be used to collect data, and describe domains in which data should be collected. We report the results of a focus group study in which teachers delineated ways in which data might be collected using each of the methods in each of the domains. We provide a set of initial thoughts that could serve as a starting point for designing alternate assessments.
Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stakes testing are also analyzed.
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