The impact of teacher training on state alternate assessment scores

Diane M. Browder, Meagan Karvonen, Stephanie Davis, Kathy Fallin, Ginevra Courtade-Little

Research output: Contribution to journalReview article

26 Citations (Scopus)

Abstract

With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student performance to meet both individualized education program (IEP) goals and state standards. In this study, which was conducted with teachers in an urban system within a high-stakes accountability state, students' alternate assessment scores improved when teachers received training on instructional practices. In addition, students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.

Original languageEnglish (US)
Pages (from-to)267-282
Number of pages16
JournalExceptional Children
Volume71
Issue number3
DOIs
StatePublished - Jan 1 2005

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teacher training
Students
Social Responsibility
teacher
student
Education
responsibility
performance
education
Observation
Teacher Training
Growth

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The impact of teacher training on state alternate assessment scores. / Browder, Diane M.; Karvonen, Meagan; Davis, Stephanie; Fallin, Kathy; Courtade-Little, Ginevra.

In: Exceptional Children, Vol. 71, No. 3, 01.01.2005, p. 267-282.

Research output: Contribution to journalReview article

Browder, DM, Karvonen, M, Davis, S, Fallin, K & Courtade-Little, G 2005, 'The impact of teacher training on state alternate assessment scores', Exceptional Children, vol. 71, no. 3, pp. 267-282. https://doi.org/10.1177/001440290507100304
Browder, Diane M. ; Karvonen, Meagan ; Davis, Stephanie ; Fallin, Kathy ; Courtade-Little, Ginevra. / The impact of teacher training on state alternate assessment scores. In: Exceptional Children. 2005 ; Vol. 71, No. 3. pp. 267-282.
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