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Special Needs Populations
Featured Reports | NRC Units | More NRC Publications
Featured Report
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Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessment (2004)
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
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Measuring Access to Learning Opportunities (2003) examines the continued relevance and adequacy of the Elementary and Secondary School Civil Rights Compliance Report (known as the E&S Survey) as a tool for enforcement of civil rights laws in education, for monitoring equality of access to learning opportunities, and for research of other current issues of educational policy and practice. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10673
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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop (2002) summarizes a workshop convened to assist the National Center for Education Statistics with their decision making about reporting test results for accommodated test takers. You may read and search the full text of this book online at http://www.nap.edu/catalog/10410.html
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Minority Students in Special and Gifted Education (2002) considers possible contributors to the disproportionate representation of racial and ethnic minority students in special education and gifted and talented programs, including early biological and environmental influences and inequities in opportunities for preschool and K–12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. The book also considers whether disproportionate representation should be considered a problem. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10128
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Educating Children with Autism (2001) explores how children with autism cannot easily communicate ideas, have trouble imagining what others think or feel, and sometimes spend their lives speechless. Education is the primary treatment for the condition. This report outlines an interdisciplinary approach to schooling autistic children, recommends ways to choose educational content and strategies, and identifies the characteristics of successful programs. You may read and search the full text of this book online at You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10017
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Educating Language-Minority Children (1998) discusses a broad range of educational issues: how students learn a second language; how reading and writing skills develop in the first and second languages; how information on specific subjects (for example, biology) is stored and learned and the implications for second-language learners; how social and motivational factors affect learning for English-language learners; how the English proficiency and subject matter knowledge of English-language learners are assessed; and what is known about the attributes of effective schools and classrooms that serve English-language learners. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6025
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High Stakes: Testing for Tracking, Promotion, and Graduation (1998) reviews the legal, educational, and psychometric foundations of testing, and recommends policies and practices to promote appropriate use of tests. The book discusses common misuses of testing, the political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6336
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Educating One and All: Students with Disabilities and Standards-Based Reform (1997) examines how the seemingly contradictory goals of special education and standards-based reform can be reconciled. The movement to improve schools by setting high standards for all students poses new challenges for students with disabilities, whose education is rooted in individual goals and instruction. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5788
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Improving Schooling for Language-Minority Children: A Research Agenda (1997) explores a vast array of relevant research on development of a second language, literacy, content knowledge, and schooling. It also explores the effectiveness of specially designed school and classroom programs, critically reviews the system for collecting education statistics on students with limited proficiency in English, and provides a comprehensive analysis of the research infrastructure for this field. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5286
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