Third in a series of three publications for states addressing accommodations and students with disabilities. This publication provides a comprehensive professional development guide for states to establish or improve quality accommodations monitoring programs.
Review of literature and research regarding research-based practices in science for students with significant intellectual disabilities.
Review of literature and research regarding research-based practices in reading and literacy for students with significant intellectual disabilities.
Review of literature and research regarding research-based practices in mathematics for students with significant intellectual disabilities.
Second in a series of three publications for states addressing accommodations and students with disabilities. This publication provides a comprehensive analysis of the peer review guidance information and the methodology used in the research.
The purpose of this report is to summarize the work that had been done prior to 2008 on developing a set of standards for a good/valid accountability system. In addition, this paper describes procedures that states can use in developing a new accountability system or in evaluating a current one.
This paper is the second in a series exploring methods of implementing quality assurance practices in statewide accountability systems and focuses on the calculation of cohort graduation rates.
The passage of the No Child Left Behind Act of 2001 (NCLB) required all states to implement or revise accountability and reporting systems using a set of business rules prescribed within the statute. For most states, existing structures required significant redesign to address both state reform efforts and federal regulations. This paper identifies a set of standardized techniques to improve the quality of accountability results.
The purpose of this paper is to define the key differences between the statistical models that can be used for school accountability and to examine the various factors important in making decisions about incorporating a growth model into an accountability system. The present paper is one of several efforts by CCSSO to provide information to policymakers and education leaders interested in making informed decisions about growth models for accountability.
Without validation evidence for their accountability systems, states would be unable to effectively defend against lawsuits, likely lose credibility among their stakeholders, and almost certainly waste time and resources. The purpose of this paper is to provide a framework for the evaluation of the validity for accountability systems.
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