STUDENT OUTCOMES (Table 5)
Four sources of data are likely to be accessed regarding student outcomes:
As mentioned previously, data from the last three school-based sources will be collected in years 2, 3, and 5 of the 5-year data collection cycle. Information on students schools and school programs will be collected in those same years. Thus, analyses of year 2 data will explore the relationships between variations in schools/school programs and variations in student outcomes. Analyses of data for year 3 can explore the relationships between variations in year 3 schools/school programs and the growth in student performance measured as change from year 2 to year 3. Analyses of year 5 can focus on trends in student performance over the 5-year period, as well as look for relationships between school programs and both variations and growth in student performance.
Table 5 Research Questions Student Outcomes |
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High Priority |
Lower Priority |
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Academic and Functional Literacy |
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k What is the academic functioning/performance of students in special education, as measured by: |
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P |
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P |
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6 |
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6 |
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P |
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6 |
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P |
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6 |
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P |
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k What is the level of engagement in school of students in special education, as measured by: |
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P |
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P |
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P |
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P |
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P |
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P |
Table 5 RESEARCH QUESTIONS Student Outcomes (Continued) |
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High Priority |
Lower Priority |
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k To what extent do students in special education use computer technology, as indicated by: |
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6 |
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6 |
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k What are students past academic experiences, in terms of previous grade promotion and retention? |
P |
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Personal and Social Adjustment |
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k To what extent are students in special education socially engaged,* as indicated by: |
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P |
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P |
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6 |
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P |
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P |
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P |
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k To what extent do students in special education get along with others, as indicated by: |
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P |
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P |
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P |
*Note: Group-related aspects of social engagement are included under nonschool factors in "presence and participation."
Table 5 RESEARCH QUESTIONS Student Outcomes (Continued) |
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High Priority |
Lower Priority |
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k To what extent are students in special education personally well adjusted, as indicated by: |
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P |
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6 |
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P |
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6 |
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Contribution and Citizenship |
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k To what extent do students in special education abide by rules, as indicated by: |
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P |
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P |
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6 |
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P |
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P |
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k To what extent do parents report that students in special education are involved in volunteer/community service activities? |
P |
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Responsibility and Independence |
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k How independent are students in special education, in terms of: |
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P |
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P |
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P |
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P |
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k How do students in special education spend their leisure time, as reported by parents? |
P |
Table 5 RESEARCH QUESTIONS Student Outcomes (Concluded) |
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High Priority |
Lower Priority |
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k To what extent are older students in special education beginning to take on adult roles in terms of: |
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P |
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P |
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Physical health |
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k How healthy are students in special education in terms of: |
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P |
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6 |
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6 |
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6 |
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k To what extent do students in special education participate in risk behaviors in their teen years, including smoking, gang activity, and substance use, as reported by students in year 5 only when all students are ages 13 to 17 (potentially through completing anonymous brief written questionnaire during direct assessment). |
P |
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k To what extent have adolescents had/fathered children (as reported by students in year 5 only when all students are ages 13 to 17 (potentially through completing anonymous brief written questionnaire during direct assessment)? |
P |
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Satisfaction |
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k How satisfied do parents of students in special education report being with: |
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6 |
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P |
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P |
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P |
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P |
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P |
BACK |