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Standards-based inclusion: An actio...

Smith, Wesley.

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Standards-based inclusion: An action plan for bridging the achievement gap between Resource and general education students on the California Standards Test.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Standards-based inclusion: An action plan for bridging the achievement gap between Resource and general education students on the California Standards Test./
作者:	Smith, Wesley.
面頁冊數:	87 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2059.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180369
ISBN:	0542204495

Standards-based inclusion: An action plan for bridging the achievement gap between Resource and general education students on the California Standards Test.
Smith, Wesley.

Standards-based inclusion: An action plan for bridging the achievement gap between Resource and general education students on the California Standards Test. - 87 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2059.

Thesis (Ed.D.)--University of Southern California, 2005.

California educators are morally obligated and bound by State and Federal mandates to ensure that all students---regardless of gender, ethnicity, or disability---receive a quality, standards-based education that empowers said students to enjoy the freedoms promised them by our Constitution. Unfortunately, many students are denied the aforementioned access. Special education students, for example, are often segregated from their general education peers and given watered-down curriculum in the name of remediation. These students fall behind academically and become stigmatized by the segregation of pullout programs.

ISBN: 0542204495Subjects--Topical Terms:

626645
Education, Administration.

Standards-based inclusion: An action plan for bridging the achievement gap between Resource and general education students on the California Standards Test.
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520 $a California educators are morally obligated and bound by State and Federal mandates to ensure that all students---regardless of gender, ethnicity, or disability---receive a quality, standards-based education that empowers said students to enjoy the freedoms promised them by our Constitution. Unfortunately, many students are denied the aforementioned access. Special education students, for example, are often segregated from their general education peers and given watered-down curriculum in the name of remediation. These students fall behind academically and become stigmatized by the segregation of pullout programs.
520 $a While studying the academic achievement and culture of my school, I was alarmed by the number of pullout programs and the noticeable dehumanizing effect of, in particular, our Resource pullout programs. There also existed a glaring disparity between the success of our Resource and general education students on standards-based assessments---namely the California Standards Test. The purpose of my action plan was to raise the average scaled scores of 31 Resource students at Access Middle School on the California Standards Test---thereby bridging the achievement gap between said students and their 401 general education peers. Bridging the achievement gap was to be accomplished by exposing Resource students to standards-based curriculum and pedagogy, providing for increased self-efficacy, and improving their self-concept.
520 $a After 1 year of standards-based inclusion, the Resource students bridged the achievement gap by 6.86 points on the English-Language Arts portion of the California Standards Test and 12.64 points on the Math portion. Survey results indicated that the 31 Resource students experienced dramatic increases in self-efficacy and self-concept. Recommendations for this study include continuing to monitor student achievement in an attempt to establish at least a 3-year trend, offering an annual survey as a pre-post survey, changing the language of the survey to make it more accessible to the Resource students, and presenting subsequent findings to the school board in an attempt to not only safeguard, but enhance our standards-based inclusion program.
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