State Profiles on Alternative Assessments Based on Alternate Achievement Standards. A Report from the National Study on Alternate Assessments.

摘要

The National Study on Alternate Assessments (NSAA) was mandated by the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Specifically, the law called for a 'Study on Ensuring Accountability for Students Who Are Held to Alternative Achievement Standards' to examine: (1) the criteria that states use to determine eligibility for alternate assessments; and the number and type of children who take those assessments and are held accountable to alternative achievement standards; (2) the validity and reliability of alternate assessment instruments and procedures; (3) the alignment of alternate assessments and alternative achievement standards to state academic content standards in reading, mathematics, and science; and (4) the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes specific to individualized instructional need. This report presents data summaries in the form of individual state profiles for the 2006-07 school year for each of the 50 states and the District of Columbia. The NSAA State Profiles describe individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state.