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Journal of Disability Policy Studies
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Raising the Academic Standards Bar

What States Are Doing to Measure the Performance of Students with Disabilities

Alice C. Giacobbe

College of William and Mary

Allan F. Livers, JR

College of William and Mary

Roberta Thayer-Smith

College of William and Mary

Chriss Walther-Thomas

College of William and Mary

In the past decade, 49 states have adopted rigorous curriculum standards. This has resulted in a significant impact on special education policy and practice. A research team consisting of 12 doctoral students and a faculty advisor at the College of William and Mary in Williamsburg, Virginia, reviewed published state standards, primary assessment procedures, and provisions related to participation by students with disabilities, to determine answers to six questions: (a) Have states adopted standards assessment criteria? (b) Are states using performance rewards and sanctions to motivate educators and students? (c) Do states require all students with disabilities to participate in the state assessment process? (d) Have states developed policies regarding testing accommodations for students with disabilities? (e) Do states link assessment performance to high school graduation? (f) How are states approaching alternate assessments? Research across states found differences in the ways in which assessment issues are being addressed and the potential impact that these policies will have on educational opportunities for students with disabilities.

Journal of Disability Policy Studies, Vol. 12, No. 1, 10-17 (2001)
DOI: 10.1177/104420730101200102
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 NASSP BulletinHome page
L. Jo Vernon, J. Baytops, P. McMahon, D. Padden, and C. Walther-Thomas
The Reality of Increased Graduation Requirements: A Nationwide View of Diploma Options
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[Abstract] [PDF]