Challenges in Interpreting Accountability Results for Schools' Facilitation of Parent Involvement Under IDEA

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Parents' involvement in their child's education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states' reported results owing to states' different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts.

Original languageEnglish
Pages (from-to)206-217
Number of pages12
JournalJournal of Disability Policy Studies
Volume24
Issue number4
DOIs
StatePublished - Mar 1 2014

Fingerprint

Special Education
Social Responsibility
parents
Parents
Education
special education
responsibility
Federal Government
school
child education
disability
stakeholder
methodology
performance
education

Keywords

  • accountability
  • parent involvement
  • policy

ASJC Scopus subject areas

  • Health(social science)
  • Law

Cite this

@article{e2a63d07120342899f3f46e6aa0ec2b9,
title = "Challenges in Interpreting Accountability Results for Schools' Facilitation of Parent Involvement Under IDEA",
abstract = "Parents' involvement in their child's education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states' reported results owing to states' different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts.",
keywords = "accountability, parent involvement, policy",
author = "Batya Elbaum",
year = "2014",
month = "3",
day = "1",
doi = "10.1177/1044207312461947",
language = "English",
volume = "24",
pages = "206--217",
journal = "Journal of Disability Policy Studies",
issn = "1044-2073",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Challenges in Interpreting Accountability Results for Schools' Facilitation of Parent Involvement Under IDEA

AU - Elbaum, Batya

PY - 2014/3/1

Y1 - 2014/3/1

N2 - Parents' involvement in their child's education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states' reported results owing to states' different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts.

AB - Parents' involvement in their child's education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states' reported results owing to states' different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts.

KW - accountability

KW - parent involvement

KW - policy

UR - http://www.scopus.com/inward/record.url?scp=84893709793&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84893709793&partnerID=8YFLogxK

U2 - 10.1177/1044207312461947

DO - 10.1177/1044207312461947

M3 - Article

AN - SCOPUS:84893709793

VL - 24

SP - 206

EP - 217

JO - Journal of Disability Policy Studies

JF - Journal of Disability Policy Studies

SN - 1044-2073

IS - 4

ER -