The second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports.
Review of two approaches to measurement of resources in education: an accounting approach and a resource-based approach.
In this study, we explored potential reasons behind student omission of responses to assessment questions in the National Assessment of Educational Progress.
Team task analysis refers not only to an analysis of a team's tasks, but also to a comprehensive assessment of a team's teamwork requirements (i.e., knowledge, skill, ability, and attitude requirements). Like job analysis, team task analysis is important because it forms the foundation for team design, team performance measurement, and team training. Essentially, it is the building block for all "team" resource management functions.
This paper explores the ways the National Assessment of Educational Progress (NAEP) results might be communicated to its varied constituencies.
This paper explores the application of finite population correction factors to the between-school component of variance and examines how this might effect sample size requirements in the types of states that currently require exemptions from the minimum sample requirements for the state NAEP.
This report examines the potential of adaptive testing, two-?stage testing in particular, for improving the data quality of the National Assessment of Educational Progress.
The analyses presented in this report address the following question: How much more or less does it cost to provide the same levels of educational resources across different geographic locations in the United States? To answer this question, the report develops a comprehensive geographic cost-of-education index for school services and resources that focuses on the prices of the inputs (personnel and nonpersonnel items used in the provision of school services) purchased by schools. The approach offered in this report is unique. It builds on previous work by Chambers in which the NCES Schools and Staffing Survey (SASS) for 1990-91 is used to develop a teacher cost index.
The purpose of this report is to suggest ways to improve the school staffing information gathered through SASS. Spending on school-level personnel, including employees and personnel service providers, accounts for more than 85 percent of the expenditures at the school site. Obtaining better information on school staff can provide insights into the patterns of resource allocation in schools and the access of children to instructional and related services.