How State Policies and Practices for Alternate Assessment Impact: Who Is Included in NAEP State Assessments.
• States have taken a variety of approaches in the development of their alternate assessments and the policies and procedures that support them. This has resulted not only in alternate assessments that differ from state to state in their characteristics, but also in variations in the characteristics and percentages of students who are targeted for participation in the alternate assessments from one state to the next.
Why IEP Teams Assign Low Performers With Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards
The purpose of this case study was to determine teachers’ rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended standard modifications, and the inflexible 1% cap. None of the teachers provided their students with grade-level content or appropriate modifications. Some students were competent in grade-level reading, but were assigned to the 2010 AA-AAS because read-aloud accommodation is not permitted in the reading passages of the general assessment. Findings raised concerns about the susceptibility of eligibility guidelines to lead to subjective decisions. Future research, implications of these findings, and limitations of the study are discussed.
Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University
This study investigates colleague–colleague relationships within life sciences departments and how they may promote teaching reform. The authors found that discipline-based education researchers are perceived as promoting changes among colleagues in views about teaching and teaching practices. Other faculty may also be leveraged to support change.