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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

References

CHAPTER 1 INTRODUCTION

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

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CHAPTER 2 THE POLICY FRAMEWORKS

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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×

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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CHAPTER 4 CONTENT STANDARDS, CURRICULUM, AND INSTRUCTION

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Zigmond, N., and S. Miller 1992. Improving high school programs. Pp. 17–31 in Transition from to Adult Life, F.R. Rusch, L. Destefano, J. Chadsey-Rusch, L.A. Phelps, and E. Syzmanski, eds. DeKalb, IL: Sycamore Publishing.

CHAPTER 5 ACCOUNTABILITY AND ASSESSMENT

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Bennett, R.E. 1995. Computer-based Testing for Examinees with Disabilities: On the Road to Generalized Accommodation. Princeton, NJ: Educational Testing Service.

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Bennett, R.E., and M. Ragosta 1988. Handicapped people. Pp. 17–36 in Testing Handicapped People, W.W. Willingham, M. Ragosta, R.E. Bennett, H. Braun, D.A. Rock, and D.E. Powers, eds. Boston, MA: Allyn and Bacon.

Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

Bond, L.A., D. Braskamp, and E.D. Roeber 1996. The Status of State Student Assessment Programs in the United States. Oak Brook, IL: North Central Regional Educational Laboratory and Council of Chief State School Officers.

Braun, H., M. Ragosta, and B. Kaplan 1988. Predictive validity. Pg. 109–132 in Testing Handicapped People W.W. Willingham, M. Ragosta, R.E. Bennett, H. Braun, D.A. Rock, and D.E. Powers, eds. Boston, MA: Allyn and Bacon.

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Comfort, K.B. 1995. The Cost of Performance Assessment in Science: The California Perspective. Unpublished paper presented as part of the symposium, The Cost of Performance Assessment Science, at the annual meeting of the National Council on Measurement in Education, San Francisco.

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Elliott, J.L., R.N. Erickson, and M.L. Thurlow 1996a. State-level Accountability for the Performance of Students with Disabilities: Five Years of Change? Paper presented at the annual meeting of the American Educational Research Association, New York City, April.

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Erickson, R.N., M.L. Thurlow, and J.E. Ysseldyke 1996. Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining the Participation Rates for Students with Disabilities in Statewide Assessment Programs. Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Erickson, R.N., M.L. Thurlow, and K. Thor 1995. 1994 State Special Education Outcomes. Minneapolis: University of Minnesota, National Center on Educational Outcomes.


Gao, X., R.J. Shavelson, and G.P. Baxter 1994. Generalizability of large-scale performance assessments in science: Promises and problems . Applied Measurement in Education 7:323–342.

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

Haertel, E.H., and R.L. Linn 1996. Comparability. Pp. 59–78 in Technical Issues in Large-Scale Performance Assessment, G.W. Phillips, ed. Washington, DC: National Center for Education Statistics.

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Hambleton, R.K., R.M. Jaeger, D. Koretz, R.L. Linn, J. Millman, and S.E. Phillips 1995. Review of the Measurement Quality of the Kentucky Instructional Results Information System, 1991–1994. Frankfort: Office of Education Accountability, K General Assembly, June.


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Koretz, D., S. Barron, K. Mitchell, and B. Stecher 1996b. The Perceived Effects of the Kentucky Instructional Results Information System. Santa Monica, CA: RAND.

Koretz, D.M., R.L. Linn, S.B. Dunbar, and L.A. Shepard 1991. The effects of high stakes testing: Preliminary evidence about generalization across conventional tests. In The Effects of High Stakes Testing, R.L. Linn, chair, symposium presented at the annual meetings of the American Educational Research Association and the National Council on Measurement in Education, Chicago, April.

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Koretz, D., K, Mitchell, S. Barron, and S. Keith 1996a. The Perceived Effects of the Maryland School Performance Assessment Program. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles.

Koretz, D., B. Stecher, S. Klein, and D. McCaffrey 1994. The Vermont portfolio assessment program: Findings and implications. Educational Measurement: Issues and Practice 13(3):5–16.


Linn, R.L. 1995. Assessment-based Reform: Challenges to Educational Measurement . Princeton, NJ: William H. Angoff Memorial Lecture Series, Educational Testing Service.

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Maryland State Department of Education 1995. Requirements and Guidelines for Exemptions, Excuses, and Accommodations for Maryland Statewide Assessment Programs. Baltimore: Maryland State Department of Education.

McGrew, K.S., M.L. Thurlow, J.G. Shriner, and A.N. Spiegel 1992. Inclusion of Students with Disabilities in National and State Data Collection Programs. Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

McGrew K.S., M.L. Thurlow, and A. Spiegel 1993. An investigation of the exclusion of students with disabilities in national data collection programs. Educational Evaluation and Policy Analysis 15(3):339–352.

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Mislevy, R.J. 1992. Linking Educational Assessments: Concepts, Issues, Methods, and Prospects. Princeton, NJ: Educational Testing Service.

Monk, D.H. 1995. The costs of pupil performance assessment: A summary report. Journal of Education Finance 20(4):363–371.

Morison, P., S.H. White, and M.J. Feuer., eds. 1996. The Use of IQ Tests in Special Education Decision Making and Planning. Board on Testing and Assessment, National Research Council. Washington, DC: National Academy Press.


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1993. The Trial State Assessment: Prospects and Realities. Stanford, CA: Stanford University, National Academy of Education.


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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

Shavelson, R.J., G.P. Baxter, and J. Pine 1992. Performance assessments: Political rhetoric and measurement reality. Educational Researcher 21(4):22–27.

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Thurlow, M.L. 1994. National and State Perspectives on Performance Assessment and Students with Disabilities. Reston, VA: Council for Exceptional Children.

Thurlow, M.L., D.L. Scott, and J.E. Ysseldyke 1995a. A Compilation of States' Guidelines for Accommodations in Assessments for Students with Disabilities Synthesis Report 18. Minneapolis: National Center on Educational Outcomes, University of Minnesota.

1995b. A Compilation of States' Guidelines for Including Students with Disabilities in Assessments. Synthesis Report 17. Minneapolis: National Center on Educational Outcomes, University of Minnesota.

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Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
×

Thurlow, M.L., J.E. Ysseldyke, and D.L. Scott 1996. Students with Disabilities in State Accountability Reports. Minneapolis: National Center on Educational Outcomes, University of Minnesota.

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1993. Testing Accommodations for Students with Disabilities: A Review of the Literature. Synthesis Report 4. Minneapolis: National Center on Educational Outcomes, University of Minnesota.


U.S. Department of Education 1995. Seventeenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: Office of Special Education Programs.


Wainer, H., and R.J. Mislevy 1990. Item response theory, item calibration and proficiency estimation. Pp. 65–102 in Computerized Adaptive Testing: A Primer, H. Wainer, ed. Mawah, NJ: Erlbaum.

Wightman, L.F. 1993. Test Takers with Disabilities: A Summary of Data from Special Administrations of the LSAT. Research Report 93–03. Newton, PA: Law School Admission Council.

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1988b. Discussion and conclusions. Pp. 143–185 in Testing Handicap People, W.W. Willingham, M. Ragosta, R.E. Bennett, H. Braun, D.A. Rock, and D.E. Powers, eds. Boston, MA: Allyn and Bacon.

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Ysseldyke, J., R. Erickson, B. Gabrys, J. Haigh, S. Trimble, and B. Gong 1996. A Comparison of State Assessment Systems in Maryland and Kentucky With a Focus on Participation of Students with Disabilities State Assessment Series, MD/KY Report 1. Minneapolis: National Center on Educational Outcomes, University of Minnesota.

Ysseldyke, J.E., M.L. Thurlow, K.S. McGrew, and J.G. Shriner 1994. Recommendations for Making Decisions About the Participation of Students with Disabilities in Statewide Assessment Programs Synthesis Report 15. Minneapolis: National Center on Educational Outcomes, University of Minnesota.

Suggested Citation:"REFERENCES." National Research Council. 1997. Educating One and All: Students with Disabilities and Standards-Based Reform. Washington, DC: The National Academies Press. doi: 10.17226/5788.
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Educating One and All: Students with Disabilities and Standards-Based Reform Get This Book
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In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education?

In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"—the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education.

The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students.

Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilities—and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.

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