Standards-driven reform policies at the local level: Report on a survey of local special education directors in large districts

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dc.contributor.authorGagnon, Joseph Calvin
dc.contributor.authorMcLaughlin, Margaret J.
dc.contributor.authorRhim, Lauren M.
dc.contributor.authorDavis, G.
dc.date.accessioned2005-11-24T21:39:09Z
dc.date.available2005-11-24T21:39:09Z
dc.date.issued2002
dc.description.abstractStandards, assessments, and increased accountability for student performance are the current hot topics in education. Little is known about district-level reform policies in these important areas, particularly whether they differ from state policy. The results of this survey of large school districts points to a layering of state and local standards, assessments, and accountability policies that can place multiple demands on schools and students. Also, students with disabilities are differentially considered within specific reform policies.
dc.format.extent3538378 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationGagnon, McLaughlin, Rhim, & Davis, 2002
dc.identifier.urihttps://hdl.handle.net/1920/287
dc.language.iso
dc.publisherJournal of Special Education Leadershipen
dc.subjectDistrict-level reform policies
dc.subjectStandards
dc.subjectAssessment
dc.subjectAccountability
dc.titleStandards-driven reform policies at the local level: Report on a survey of local special education directors in large districts
dc.typeArticle

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