State Perspectives on Implementing, or Choosing Not to Implement, an Alternate Assessment Based on Modified Academic Achievement Standards
Bibliographic Data
| ID | 11260074 |
|---|---|
| Authors | Porter W Palmer (corresponding author) |
| Year | 2009 |
| Volume | 84 |
| Issue | 4 |
| Pages | 578-584 |
| Publication date | 2009-10-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619560903241051 |
| OpenAlex | W2056482494 |
| Language | EN |
| Citations received | 2 |
Since Federal regulations have given states the option to implement alternate assessments based on modified academic achievement standards (AA-MAS) as part of their accountability systems for a small group of students with disabilities, a number of states have made decisions about whether or not to develop and implement such an assessment. State-level directors of assessment and directors of special education were surveyed about their state's decisions on implementing AA-MAS. Improvements in accessibility and appropriateness were reasons given for choosing to implement an AA-MAS, whereas lack of resources and guidance were identified as barriers. This article presents the findings from a survey on 22 states' decisions concerning implementation of AA-MAS
Academic achievement · Academic standards · Accountability · Alternative assessment · Curriculum · Educational assessment · Higher education · Learning standards · Mathematics education · Medical education · No child left behind · Pedagogy · Political science · Special education · Standardized test · Standards-based assessment · State (computer science · Student achievement · Computer Science · Disability Education and Employment · Education Systems and Policy · Medicine · Pasture and Agricultural Systems · Psychology
| Citations per year | 0.12 |
|---|---|
| Citation span | 2009 - 2009 (1) |
| Highly cited | No |