Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy

Ann C. Schulte · Diane Ν. Villwock

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Educational Assessment and Improvement School Choice and Performance Collaborative Teaching and Inclusion

Abstract

Many states now use large-scale testing programs as a major mechanism in their educational accountability efforts. With the mandated participation of students with disabilities in large-scale testing programs, it is possible to use large-scale testing results to examine special education efficacy at the school level. We used special and general education reading outcomes from 6 elementary schools in 1 school district to compare and contrast measures of a school's performance over time in serving children with disabilities. Three different methods were contrasted: (a) percentage of students in special education reaching grade-level proficiency in reading each year, (b) percentage of students in special education exceeding expected growth in reading each year, and (c) longitudinal growth and percentage of students reaching grade-level proficiency in 5th grade. We discuss the results in terms of deriving a measure of school special education performance that is both accurate and useful for school personnel.

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1989Educational measurement, 3rd ed.1968Special Education for the Mildly Retarded—Is Much of it Justifiable?1999High stakes : testing for tracking, promotion, and graduation 1986Educating Children with Learning Problems: A Shared Responsibility 1977Street-Level Bureaucrats and Institutional Innovation: Implementing Special-Education Reform 1990Special Education Law 2001Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities 1989A Longitudinal Hierarchical Linear Model for Estimating School Effects and Their Stability

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