Can All Ever Really Mean All in Defining and Assessing Student Outcomes Synthesis Report 5.Report as inadecuate

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This paper cites evidence that the word all in referring to the education of all children is not being used in the universal sense, and notes that actions have not matched the rhetoric about all students. The paper defines the terms outcomes,indicators, and standards. It discusses key issues that arise in talking about outcomes for all students--practical issues, technical issues, legal issues, and philosophical issues. It describes ways in which all really can mean all in defining student outcomes, citing the examples of Kentucky and Arizona which include all students in evaluation of educational outcomes. The paper notes that most disability groups want the same accommodations allowed during testing as society allows for people with disabilities to live in the community and to work, while educators have not yet reached this level of consensus on the issue of whether the education of students with disabilities should strive for the same outcomes as the education of students without disabilities. The paper concludes with two qualifiers for all means all : outcomes must be relevant to all, and there is a need to identify innovative ways to assess universal outcomes. (Contains 28 references.) (JDD)

Descriptors: Academic Standards, Definitions, Disabilities, Educational Policy, Elementary Secondary Education, Equal Education, Evaluation Methods, Outcomes of Education, Student Evaluation, Testing Accommodations

Author: Thurlow, Martha L.; Ysseldyke, James E.


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