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Driving School Improvement with Assessments: Some Implications from Chapter 1.
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Karweit, Nancy – NASSP Bulletin, 1993
Accountability systems are designed to heighten probability of student exposure to good instructional practice, reduce the likelihood of harmful practices, and provide internal self-correctives. The Chapter 1 accountability system fails to meet these objectives, as it lacks timely self-correction information, credible tests, and linkages among…
Descriptors: Accountability, Disabilities, Educational Improvement, Elementary Secondary Education
The Nondiscriminatory Testing Provision of PL 94-142
MacMillan, Donald I.; Meyers, C. Edward – Viewpoints, 1977
The author discusses the difficulties inherent in testing procedures when used for classifying children as handicapped, and procedures which could be used to insure that such tests are applied, evaluated, and interpreted in a nondiscriminatory manner. (MB)
Descriptors: Civil Rights, Classification, Disability Discrimination, Evaluation Methods
Nondiscriminatory Assessment and Decision Making: Embedding Assessment in the Intervention Process.
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Ysseldyke, James E.; Regan, Richard R. – 1979
The authors suggest that efforts to comply with the protection in evaluation procedures provisions of P.L. 94-142 (the Education for All Handicapped Children Act) have been characterized by attempts to identify a single fair test for use with specific groups of minority children, and that such efforts will not result in improved efforts to…
Descriptors: Compliance (Legal), Decision Making, Disabilities, Elementary Secondary Education
Tests and Decisions for the Handicapped: A Guide to Evaluation under the New Laws.
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Page, Ellis B. – Journal of Special Education, 1980
The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)
Descriptors: Compliance (Legal), Cultural Differences, Disabilities, Elementary Secondary Education
A Step Toward Fairness in Evaluating Handicapped Indian Children. A Formula for Weighing Culture Items on the WISC-R and WAIS.
Pray, Bruce S., Sr. – 1979
Professional assessment of mental retardation (MR) and learning disabilities (LD) is crucial to the implementation of P.L. 94-142 because it necessarily precedes the employment of trained teachers and because a plan for remediation depends on accurate assessment. Intelligence is a key element in the identification of MR-LD, but competent, fair…
Descriptors: American Indian Education, American Indians, Cultural Influences, Culture Fair Tests
SOMPA--A Symposium Continued: Commentaries.
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Clarizio, Harvey F. – School Psychology Digest, 1979
The administration of intelligence tests to various sociocultural groups is defended against charges that intelligence tests are discriminatory (TM 504 174). The author states that research has shown that intelligence tests are nondiscriminatory and comply with federal law, specifically Public Law 94-142. (MH)
Descriptors: Cultural Differences, Culture Fair Tests, Disability Discrimination, Educational Discrimination
Measurement and Educational Policy. Proceedings of the ETS Invitational Conference (Washington, D.C., October 28, 1978).
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Schrader, William B., Ed. – New Directions for Testing and Measurement, 1979
This conference was organized around four policy concerns: (1) the needs of handicapped, gifted, and bilingual students; (2) the use of test results to allocate federal compensatory education funds; (3) the validity of minimum competency testing; and (4) the demand for increasingly sophisticated evaluations. Garry L. McDaniels discussed the…
Descriptors: Academically Gifted, Accountability, Bilingual Students, Compensatory Education