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• W339575035 abstract "This paper provides cross-site policy analysis of themes related to state education reform and the impact of state educational reforms on students with disabilities and special education programs. It analyzes state-level reforms in the general education policy areas of curriculum, assessment, accountability, teacher development, and governance and explores local district implementation in each of these areas. Each case study site was selected because of its participation in the Consortium for Inclusive Schooling Practices. Sites included: (1) two large, diverse urban districts in California; (2) two rural, racially homogeneous districts in Missouri; (3) two rural/suburban districts with a high degree of student diversity in New Mexico; and (4) two fairly homogeneous suburban districts in Pennsylvania. The study was limited to kindergarten through grade 12 education programs and focused on students with disabilities rather than the gifted and talented who are sometimes included under special education. In spite of an emphasis by the states on standards-based curricula, these districts tended to focus on curriculum development supported by external funds, often part of integrated curriculum and instruction packages. Performance-based assessment has had benefits in terms of staff development, but not necessarily in terms of understanding student achievement levels. All the study states were putting increasing emphasis on accountability, but while state reforms were focused on improving the quality of teaching, local efforts centered on increasing the availability of teachers. State reforms fostering increased local governance have been well-received, and are being implemented. (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** N State-Level Reforms in Education: District Response and the Implications for Special Education Cross-Site Analysis Based on Four Case Studies Suzanne Raber and Virginia Roach National Association of State Boards of Education Center for Policy Research on the Impact of General and Special Education Reform PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY _51k_a 4o,g--61_,oe TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the Annual Meeting of the American Association of Educational Research Chicago, Illinois March 26, 1997 This research was made possible by a cooperative agreement with the Office of Special Education Programs, U.S. Department of Education, grant # H023H40002. The contents of this paper are solely the responsibility of the authors and do not necessarily represent the views of the U.S. Department of Education." @default.
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• W339575035 title "State-Level Reforms in Education: District Response and the Implications for Special Education. Cross-Site Analysis Based on Four Case Studies." @default.
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