Martha L Thurlow
Biographic Data
| ID | 1604062 |
|---|---|
| NAME | Martha L Thurlow |
| GIVEN NAMES | Martha L |
| FAMILY NAME | Thurlow |
| SIGNATURE | THURLOW M L |
| AFFILIATIONS | University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Paradigm Shifts in States’ Assessment Accessibility Policies
Providing accessibility features and accommodations to students with disabilities has been recognized as an important way to improve access to instruction and to assessments. This recognition was in large part a result of a paradigm shift that saw students with disabilities being held to the same standards on state assessments as their peers without disabilities. This article describes this paradigm shift of the 1990s, putting into context a more…
Accommodation for Challenge, Diversity and Variance in Human Characteristics
Martha L. Thurlow, Accommodation for Challenge, Diversity and Variance in Human Characteristics, The Journal of Negro Education, Vol. 83, No. 4, Special Focus Topics: Diversity, Equity and Excellence with Education Values, Satisfaction, and Experiences (Fall 2014), pp. 442-464
The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards
Several states had an assessment that they considered to be an alternate assessment based on modified academic achievement standards (AA-MAS) in place, or in development, when the April 2007 federal regulations on modified achievement standards were finalized. This article uses publicly available information collected by the National Center on Educational Outcomes to analyze changes in states' AA-MAS between 2007 and 2008. The article compares ac…
Assessment and Instructional Implications of the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)
The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the assessment is like and what must happen in instructio…
An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities
Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of emp…
School Dropouts
Preventing school dropout and promoting successful graduation is a national concern that poses a significant challenge for schools and educational communities working with youth at risk for school failure. Although students who are at greatest risk for dropping out of school can be identified, they disengage from school and drop out for a variety of reasons for which there is no one common solution. The most effective intervention programs identi…
High-Stakes Testing of Students with Disabilities
States and districts are required by the Individuals With Disabilities Education Act Amendments of 1997 (Public Law 105-17) to have students with disabilities participate in state and district assessments and to report on their performance. High-stakes testing is a significant part of standardsbased reform and educational accountability. However, there are both intended and unintended consequences of high-stakes testing on students with disabilit…
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
Summative evaluation of instructional materials
A formative evaluation design for assessing instructional materials
Accommodation for Challenge, Diversity and Variance in Human Characteristics
Martha L. Thurlow, Accommodation for Challenge, Diversity and Variance in Human Characteristics, The Journal of Negro Education, Vol. 83, No. 4, Special Focus Topics: Diversity, Equity and Excellence with Education Values, Satisfaction, and Experiences (Fall 2014), pp. 442-464
An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities
Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of emp…
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards
Several states had an assessment that they considered to be an alternate assessment based on modified academic achievement standards (AA-MAS) in place, or in development, when the April 2007 federal regulations on modified achievement standards were finalized. This article uses publicly available information collected by the National Center on Educational Outcomes to analyze changes in states' AA-MAS between 2007 and 2008. The article compares ac…
Assessment and Instructional Implications of the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)
The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the assessment is like and what must happen in instructio…
High-Stakes Testing of Students with Disabilities
States and districts are required by the Individuals With Disabilities Education Act Amendments of 1997 (Public Law 105-17) to have students with disabilities participate in state and district assessments and to report on their performance. High-stakes testing is a significant part of standardsbased reform and educational accountability. However, there are both intended and unintended consequences of high-stakes testing on students with disabilit…
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
A formative evaluation design for assessing instructional materials
Summative evaluation of instructional materials
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
High-Stakes Testing of Students with Disabilities
States and districts are required by the Individuals With Disabilities Education Act Amendments of 1997 (Public Law 105-17) to have students with disabilities participate in state and district assessments and to report on their performance. High-stakes testing is a significant part of standardsbased reform and educational accountability. However, there are both intended and unintended consequences of high-stakes testing on students with disabilit…
School Dropouts
Preventing school dropout and promoting successful graduation is a national concern that poses a significant challenge for schools and educational communities working with youth at risk for school failure. Although students who are at greatest risk for dropping out of school can be identified, they disengage from school and drop out for a variety of reasons for which there is no one common solution. The most effective intervention programs identi…
An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities
Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of emp…
Assessment and Instructional Implications of the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS)
The alternate assessment based on modified academic achievement standards (AA-MAS) is the latest flexibility added to the No Child Left Behind Act and the Individuals with Disabilities Education Act. It allows schools to count up to 2% of the total student population as proficient against a modified achievement standard. This new assessment option has significant implications for both what the assessment is like and what must happen in instructio…
The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards
Several states had an assessment that they considered to be an alternate assessment based on modified academic achievement standards (AA-MAS) in place, or in development, when the April 2007 federal regulations on modified achievement standards were finalized. This article uses publicly available information collected by the National Center on Educational Outcomes to analyze changes in states' AA-MAS between 2007 and 2008. The article compares ac…
Accommodation for Challenge, Diversity and Variance in Human Characteristics
Martha L. Thurlow, Accommodation for Challenge, Diversity and Variance in Human Characteristics, The Journal of Negro Education, Vol. 83, No. 4, Special Focus Topics: Diversity, Equity and Excellence with Education Values, Satisfaction, and Experiences (Fall 2014), pp. 442-464
Paradigm Shifts in States’ Assessment Accessibility Policies
Providing accessibility features and accommodations to students with disabilities has been recognized as an important way to improve access to instruction and to assessments. This recognition was in large part a result of a paradigm shift that saw students with disabilities being held to the same standards on state assessments as their peers without disabilities. This article describes this paradigm shift of the 1990s, putting into context a more…
Psychology (11 works) · Mathematics education (8 works) · Medical education (7 works) · Medicine (7 works) · Disability Education and Employment (6 works) · Education Systems and Policy (6 works) · Pedagogy (5 works) · Political science (5 works) · Computer Science (4 works) · Engineering (3 works)