A Study of MCAS Achievement and Promising Practices in Urban Special Education: Report of Field Research Findings

Publisher: University of Massachusetts Donahue Institute
Publication Date: 2004, October
Publication City: Hadley
Publication State: MA
Full text available online at: http://www.donahue.umassp.edu/docs/exec_summary_MCAS_achie

Abstract (written by WestEd)

Using quantitative data, the researchers identified urban districts in Massachusetts having promising language arts and math achievement for special needs students and then collected qualitative data through case study and interview analysis of ten schools in five districts. They were interested only in generalizable and implementable practices that can better support the academic achievement of students with special needs. They identified the following practices that support success:

• A pervasive emphasis at the district and school level on curriculum alignment with the state curriculum frameworks
  
• Effective systems to support curriculum alignment
  
• Emphasis on inclusion and access to the curriculum
  
• Culture and practices that support high standards and student achievement
  
• A well disciplined academic and social environment
  
• Use of student assessment data to inform decision-making
  
• Unified practice supported by targeted professional development
  
• Access to resources to support key initiatives
  
• Effective staff recruitment, retention, and deployment
  
• Flexible leaders and staff that work effectively in a dynamic environment
  
• Effective leadership is essential to success

• Resource constraints threaten effectiveness
  
• Systems may not be adequate to support ELL students with special needs
  
• Parent engagement
  
• Student supports are lost at key transition points
  
• Common planning time for special education and grade level teachers
  
• Program mobility and cohort effects complicate school-level performance review