An Analysis of Declassification Practices in Special Education
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Abstract: Concern for the effectiveness of the educational system is manifest in the recent push for accountability. It follows that a properly conceived system of accountability must include systematic evaluation of every aspect of the service delivery system from student entrance into as well as student exit from the system. This study was conducted to investigate and describe current special education declassification practices and the extent to which student exit data are maintained at the school district level in the states of Florida and North Carolina. An eight-page research questionnai...
Abstract: Concern for the effectiveness of the educational system is manifest in the recent push for accountability. It follows that a properly conceived system of accountability must include systematic evaluation of every aspect of the service delivery system from student entrance into as well as student exit from the system. This study was conducted to investigate and describe current special education declassification practices and the extent to which student exit data are maintained at the school district level in the states of Florida and North Carolina. An eight-page research questionnaire was disseminated to 67 directors of special education in the state of Florida and 108 directors of special education in the state of North Carolina. A total of 103 usable returns was received (a return rate of 59%). A follow-up telephone interview of those not responding to the questionnaire served as a second method of data collection. Information related to special education declassification, the maintenance of documented exit criteria, the nature of exit criteria, the various uses of exit data, and the systematic management of exit data was collected and analyzed. Exceptional student education (ESE) directors indicated that the entrance and exit processes as well as related practices were quite similar. Further, 82% of those responding reported the maintenance of both entrance and exit criteria. These admission and exit standards differed minimally and, in most cases, each set of criteria contained both academic and affective components. The responsibilities of district level staff regarding initiating and attending staffing, reporting and disseminating assessment information, and the administrative monitoring of programs were determined to be fairly consistent throughout the special education process. More than 84% of the ESE directors perceived their programs as being very effective. While ESE directors reported collection and maintenance of exit and transfer figures, little evidence of such efforts was obtained. Dissertation Discovery Company and the University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "An Analysis of Declassification Practices in Special Education" by Reid Jeffrey Linn, was obtained from the University of Florida and is being sold with permission from the author. A free digital copy of this work may also be found in the university's institutional repository, the IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
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