Challenges in Interpreting Accountability Results for Schools’ Facilitation of Parent Involvement Under Idea
Bibliographic Data
| ID | 12364825 |
|---|---|
| Authors | Batya Elbaum (0000-0002-1257-8251, University of Miami, FL, USA, corresponding author) |
| Year | 2012 |
| Volume | 24 |
| Issue | 4 |
| Pages | 206-217 |
| Publication date | 2012-11-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207312461947 |
| OpenAlex | W2123748737 |
| Language | EN |
| Citations received | 5 |
| References cited | 16 |
Parents’ involvement in their child’s education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states’ reported results owing to states’ different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts
Accountability · Education Act · Facilitation · Government (linguistics · Medical education · No child left behind · Pedagogy · Political science · Public relations · Special education · Diverse Education Studies and Reforms · Family and Disability Support Research · Law · Medicine · Parental Involvement in Education · Psychology · Public Administration
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Where Place Meets Policy
Measuring Accessibility of Written Communication for Parents of Students With Disabilities
States’ Accountability for Facilitating Parent Involvement under Idea
Understanding policy reverberations across the educational ecosystem to effectuate change
Applying the Rasch Model
Are acquiescent and extreme response styles related to low intelligence and education?
The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives
Parental Involvement and Students' Academic Achievement
Applying the Rasch Model
The Impact of Basic-Level Parent Engagements on Student Achievement
Acquiescent Responding in Self-Reports
A rating formulation for ordered response categories
A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
Survey Research
| Citations per year | 0.45 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |