Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Juvenile Correctional Schools: Assessment and Accountability Policies and Practices

VIEWS: 8 PAGES: 24

This study focused on school-level approaches to assessment and accountability policies and practices. A national random sample of 131 (34.22%) principals from juvenile correctional schools for committed youth (JC) responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Results indicated that the majority of students with or without disabilities in JC schools participated in state assessments. The most common basis of school policies for assessment accommodations was state accommodation guidelines. For most JC schools there was no process for accountability for student participation and performance on state assessments. Almost half of principals did not know if their school made Adequate Yearly Progress. Other salient results, implications, and recommendations for future research are presented. [PUBLICATION ABSTRACT]

More Info
									               The Journal of Correctional Education 61(1) • March 2010




           Juvenile Correctional Schools:
           Assessment and Accountability
               Policies and Practices

                        Joseph C. Gagnon, Ph.D.
                       Todd Haydon, LCSW, Ph.D.
                          Paula Maccini, Ph.D.



Abstract
     This study focused on school-level approaches to assessment and accountability
policies and practices. A national random sample of 131 (34.22%) principals from
juvenile correctional schools for committed youth (JC) responded to a mail and
on-line survey. No statistically significant differences existed between respondent and
nonrespondent schools. Results indicated that the majority of students with or without
disabilities in JC schools participated in state assessments. The most common basis of
school policies for assessment accommodations was state accommodation guidelines.
For most JC schools there was no process for accountability for student participation
and performance on state assessments. Almost half of principals did not know if their
school made Adequate Yearly Progress. Other salient results, implications, and
recommendations for future research are presented.


Introduction
In response to thirty years of concern with student achievement on both
national and international assessments, the No Child Left Behind Act (NCLB,
2002) was developed to promote a rigorous education for all students. NCLB
has led to an increased focus on establishing challenging standards, measuring
student learning against those standards, and holding schools and local
education agencies (LEAs) accountable for student achievement (Kohl,
McLaughlin, & Nagle, 2006). The central components of NCLB ensure all
students participate in state assessments, assessment accommodations are
appropriately used and assessment results are utilized, as well as publicly
reported. NCLB also incorporates accountability for student learning, which
emphasizes student performance on state assessments as a basis of providing
rewards and sanctions to schools (Yell, Shriner, & Katsiyannis, 2006).
                                                                                          23
             The Journal of Correctional Education 61(1) • March 2010
Juvenile Correctional Schools                                       Gagnon, et. al.


     The assessment and accountability requirements within NCLB (2002) were
designed to promote a high quality education for all youth, including students
with disabilities, in a variety of educational settings. In fact, the Individuals with
Disabilities Education Improvement Act regulations (IDEIA, 2004) are aligned
with NCLB in an effort to ensure youth with disabilities are also included in the
system of
								
To top