An analysis of three states' alignment between language arts and mathematics standards and alternate assessments

Exceptional Children

Volumn 72, Issue 2, 2006, Pages 201-215

  Flowers, Claudia ^a,b,d   Browder, Diane ^a,c   Ahlgrim Delzell, Lynn ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b Analysis Inventory Section   (United States)

^c Department of Special Education and Child Development ^*

^d University of North Carolina at Charlotte   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29744469489     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290607200205     Document Type: Review

References (15)

1. Agran, M., Alper, S., & Wehmeyer, M. L. (2002). Access to the general curriculum for students with significant disabilities: What it means for teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
2. Bhola, D. S., Impara, J. C., & Buckendahl, C. W. (2003). Aligning tests with states' content standards: Methods and issues. Educational Measurement: Issues and Practice, Fall, 21-29.
3. Browder, D. M., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content to academic and functional curricula. Journal of Special Education, 37, 211-223.
4. Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, R., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states' alternate assessments. Research and Practice for Persons With Severe Disabilities, 2, 165-181.
5. Browder, D. M., Spooner, F., Algozzine, R. Ahlgrim-Delzell, L., Flowers, C., & Karvonen, M. (2003). What we know and what we need to know about alternate assessment. Exceptional Children, 70, 45-61.
6. Individuals with Disabilities Education Act of 1997, 120 U.S.C. §1400 et seq.
7. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2001).
8. Shrout, P. E. & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2) 420-428.
9. Thompson, S. J., Quenemoen, R. F., Thurlow, M. L., & Ysseldyke, J. E. (2001). Alternate assessments for students with disabilities. Thousand Oaks, CA: Corwin Press.
10. Title I - Improving the Academic Achievement of the Disadvantaged; Final Rule, 68 Fed. Reg. 236 (Dec. 9, 2003).
11. U.S. Department of Education. Title I Guidance on Standards, Assessments, and Accountability (1997). Washington, DC: Author.
12. Webb, N. L. (1997). Criteria for alignment of expectation and assessments in mathematics and science education. (NISE Research Monograph No. 6). Madison: University of Wisconsin-Madison, National Insti tute for Science Education. Washington, DC: Council of Chief State School Officers.
13. Webb, N. L. (1999). Alignment of science and mathematics standards and assessments in four states. (NISE Research Monograph No. 18). Madison: University of Wisconsin-Madison, National Institute for Science Education. Washington, DC: Council of Chief State School Officers.
14. Webb, N. L. (2002). Alignment study in language arts, mathematics, science, and social studies of state standards and assessments for four states. Washington, DC: Council of Chief State School Officers.
15. Webb, N. L., Horton, M., & O'Neal, S. (2002, April). An analysis of the alignment between language arts standards and assessments for four states. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.