Conversations About Accountability: Special Educators Views on the Impact of State Testing Programs

1. 1 Conversations About Accountability: Special Educators� Views on the Impact of State Testing Programs Lisa M. Abrams, PhD Virginia Commonwealth University March 17, 2005

2. 2 Presentation Overview Purpose of the Study Background on test-based accountability Summary of extant research Data collection & analysis Findings Conclusions

3. 3 Purpose of the Study Explore the impact of state-testing programs on the teaching of students with disabilities. Impact much less-understood for students with disabilities Current state-testing programs designed without students with disabilities in mind

4. 4 Test-Based Accountability Systems (1) Current landscape: Reflects a shift from basic skills to higher academic expectations Includes accountability mechanisms to motivate change Reform Model: Content standards Tests Performance targets Incentives

5. 5 Test-Based Accountability Systems (2) Two-tiered system: state and federal policies Federal policy-No Child Left Behind Act Requires: Achievement testing in reading, math and science for all students in grades 3-8, and 1 year in high school All students reach �proficiency� by 2014 States, districts and schools meet �Adequate Yearly Progress� goals Affects current special education policy; reflect emphasis on access, participation, and outcomes

6. 6 What does Ed Reform mean for Students with Disabilities? Compliance w/IDEA: inclusion and access to the general curriculum States must: Document participation and performance of SPED students on large scale assessments. Provide for participation by allowing for accommodations and alternative assessments. Report on their performance in the same detail and frequency as general education students.

7. 7 Impact of Testing on the Educational Process Positive outcomes: Greater emphasis on professional development and support Standards provide clarity and focus Test results provide useful information Increased emphasis on problem solving, writing across the curriculum Negative outcomes: Focus on tested content can lead to a narrowing of curriculum Increased time spent on test preparation Increased frustration, stress, and anxiety for students Undermine professional efficacy of teachers

8. 8 Research Questions How special education teachers perceive the impact of state-mandated testing programs on� � the educational experiences of students with disabilities? �their own professional experiences? How do these perceptions differ from those held by general education teachers?

9. 9 Data Collection Subset of a larger interview study 32 semi-structured interviews; conducted between 2000-2002 in three states 10-11 interviews with special educators per state Each state had a different type of accountability system