Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist?

Reynolds Dissertation Title Page
Dissertation
Description: 

The researcher looked at the awareness and focus on Annual Yearly Progress (AYP) as a key factor in establishing a school's status in accreditation particularly in reference to the performance of students in special education programs in assessments. When special education teachers were aware of how their students impact the school's status, interventions like co-teaching and collaboration and intentional teaching of test-taking skills showed significant increase results. The ethicality of testing the students with disabilities subgroup was a minor finding of this study showing that the use of state standardized tests and the subsequent reporting of scores for students with disabilities has negatively impacted middle schools in two counties of central Illinois.

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WHDL ID: 
WHDL-00015548
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