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Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist? Ruth Reynolds Olivet Nazarene University, [email protected]

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Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist? Ruth Reynolds Olivet Nazarene University, Rreynol1@Olivet.Edu CORE Metadata, citation and similar papers at core.ac.uk Provided by Olivet Nazarene University Olivet Nazarene University Digital Commons @ Olivet Ed.D. Dissertations School of Graduate and Continuing Studies 5-2010 Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist? Ruth Reynolds Olivet Nazarene University, [email protected] Follow this and additional works at: https://digitalcommons.olivet.edu/edd_diss Part of the Disability and Equity in Education Commons, Special Education Administration Commons, and the Special Education and Teaching Commons Recommended Citation Reynolds, Ruth, "Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist?" (2010). Ed.D. Dissertations. 12. https://digitalcommons.olivet.edu/edd_diss/12 This Dissertation is brought to you for free and open access by the School of Graduate and Continuing Studies at Digital Commons @ Olivet. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of Digital Commons @ Olivet. For more information, please contact [email protected]. ADEQUATE YEARLY PROGRESS, SPECIAL EDUCATION, AND STUDENT SUCCESS: CAN THEY ALL CO-EXIST? by Ruth Reynolds Dissertation Submitted to the Faculty of Olivet Nazarene University School of Graduate and Continuing Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Ethical Leadership May 2010 © 2010 Ruth Reynolds All Rights Reserved i ACKNOWLEDGEMENTS I wish to thank my dissertation team for their tireless reading of many revisions. My advisor, Dr. Melvin Welch, was indispensible for his dedication, helpfulness, and support through the dissertation process. Because of his caring assistance and Christian support I was able to complete this project. My reader, Dr. Ray Riplinger, added educational insight to this project. I also wish to thank Dr. Fran Reed for her expert assistance in the development of my research topic. Her advice was instrumental and foundational in my dissertation. I am forever indebted to my colleagues in the ONU Centennial Cohort. It is because of their support, encouragement, and our cohesiveness as a cohort that I was able to push the elephant through the door. Last but certainly not least, I wish to thank my family and especially my three sons. Through graduations, an overseas marriage, new beginnings, and final farewells, you have been there. You pushed me when I needed it, stood beside me every step of the way, and always surrounded me with love. Thank you to all. ii ABSTRACT by Ruth Reynolds, Ed.D. Olivet Nazarene University May 2010 Major Area: Ethical Leadership Number of Words: 119 This study investigated the ways that the disaggregation of Illinois State Achievement Test (ISAT) scores has impacted the progress and performance of students with disabilities within two central Illinois counties, discovered the interventions taken with this subgroup, and explored the ethical implications of these interventions. The participants were middle school special education and general education teachers, administrators, and support staff. A mixed-methods format with a predominant qualitative approach was used. The needs of students with disabilities were addressed by implementing co-teaching, inclusion, and collaboration between special education and general education teachers. Schools with successful subgroups of students with disabilities also used data-driven instruction, taught test-taking skills, and embedded ISAT practice in daily instruction. Most respondents had no ethical concerns. iii TABLE OF CONTENTS Chapter Page I. INTRODUCTION ...................................................................................................1 Statement of the Problem.........................................................................................3 Background..............................................................................................................3 Research Questions..................................................................................................5 Description of Terms ...............................................................................................5 Significance of the Study.........................................................................................7 Process to Accomplish.............................................................................................8 II. REVIEW OF THE LITERATURE .......................................................................13 Introduction............................................................................................................13 Historical Background ...........................................................................................14 Education ..........................................................................................................14 Accountability...................................................................................................14 Assessment........................................................................................................16 Special Education..............................................................................................17 NCLB and Special Education ................................................................................21 AYP and Students with Disabilities Subgroup ......................................................23 Interventions for Poor Performing Subgroups.......................................................26 Attention to Curriculum and Instruction...........................................................26 iv Collaboration.....................................................................................................28 Data-driven Instruction .....................................................................................29 Subgroups Impact on Schools................................................................................30 Ethical Issues .........................................................................................................32 Cheating ............................................................................................................32 Teaching the Test..............................................................................................33 Questionable Testing Behaviors .......................................................................34 The Other Side ..................................................................................................35 Conclusion .............................................................................................................37 III. METHODOLOGY ................................................................................................40 Introduction............................................................................................................40 Research Design.....................................................................................................42 Population ..............................................................................................................49 Data Collection ......................................................................................................50 Analytical Methods................................................................................................52 Limitations .............................................................................................................54 IV. FINDINGS AND CONCLUSIONS ......................................................................55 Introduction............................................................................................................55 Findings .................................................................................................................56 Research Question One.....................................................................................57 Failure to Meet AYP Standards ...................................................................58 Benefits of NCLB and AYP Requirements .................................................60 Negative Impact of NCLB and AYP Requirements....................................63 v Research Question Two ....................................................................................63 Instructional Changes...................................................................................65 Curricular Changes ......................................................................................68 Organizational Changes...............................................................................69 Collaboration................................................................................................71 Research Question Three ..................................................................................72 Conclusions............................................................................................................74 Research Question One.....................................................................................74 Research Question Two ....................................................................................77 Research Question Three ..................................................................................79 Implications and Recommendations .....................................................................79 Implications.......................................................................................................80
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