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Estimating the Relationship between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence from Wisconsin's Longitudinal Data
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Curran, F. Chris; Bal, Aydin; Goff, Peter; Mitchell, Nicholas – Education and Urban Society, 2021
Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…
Descriptors: Correlation, Suspension, Probability, Discipline
Aspirational Differences between Students with and without IEPs: Grades Earned Matter
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Sinclair, James; Poteat, V. Paul – Remedial and Special Education, 2020
Using data from the 2015 "Dane County Youth Assessment" (n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post-high school aspirations. We identified significant IEP status × grades earned interactions in predicting students'…
Descriptors: Academic Aspiration, Individualized Education Programs, High School Students, Aspiration
Influences on Parent Perceptions of an Alternate Assessment for Students with Severe Cognitive Disabilities
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Roach, Andrew T. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
The purpose of this investigation was to understand the variables that influence parents' perceptions of the Wisconsin Alternate Assessment (WAA). Parents and teachers of elementary and secondary students with severe cognitive disabilities (n = 77) from across Wisconsin participated. Teachers submitted case materials that included a copy of the…
Descriptors: Teacher Surveys, Rating Scales, Predictor Variables, Multiple Regression Analysis
Alignment Analysis and Content Validity of the Wisconsin Assessment for Students with Disabilities. WCER Working Paper No. 2003-2
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Roach, Andrew T.; Elliott, Stephen N.; Webb, Norman L. – Wisconsin Center for Education Research (NJ1), 2003
The primary purpose of the investigation was to determine the extent to which (a) the Wisconsin Alternate Assessment (WAA) adequately measures the skills and concepts that make up the curriculum and instruction of students with significant disabilities; and (b) the WAA adequately measures the concepts and skill areas represented in Wisconsin's…
Descriptors: Test Validity, Rating Scales, Individualized Education Programs, Content Validity