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February 2007 | Volume 64 | Number 5
Improving Instruction for Students with Learning Needs Pages 61-63

Issue Table of Contents | Read Article Abstract

Narrowing Gaps for Special-Needs Students

Vincent J. Hawkins

A longitudinal study in Rhode Island shows that despite low rankings, many schools are raising the achievement of students with special needs.

Schools in Rhode Island that received rankings of “low performing” and “in need of improvement” share one common factor—the failure of the subgroup with individualized education programs (IEPs) to meet annual measurable objectives on state assessments. However, no single measure—such as a score on a state test—can adequately determine the effectiveness of a school. We need to look beyond test scores of subgroups and, as ASCD contends, assess a school's effectiveness using multiple measures. One such measure—longitudinal studies—can provide a truer picture of school achievement.

In support of this position, members of the Rhode Island ASCD affiliate conducted a longitudinal study of all 320 public schools in the state. Using data from state testing in language arts and math, the study compared the performance of students who have special needs with that of the student population as a whole.

 

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Copyright © 2007 by Association for Supervision and Curriculum Development

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