State-Level Reforms in Education: District Response and the Implications for Special Education. Cross-Site Analysis Based on Four Case Studies.

This paper provides cross-site policy analysis of themes related to state education reform and the impact of state educational reforms on students with disabilities and special education programs. It analyzes state-level reforms in the general education policy areas of curriculum, assessment, accountability, teacher development, and governance and explores local district implementation in each of these areas. Each case study site was selected because of its participation in the Consortium for Inclusive Schooling Practices. Sites included: (1) two large, diverse urban districts in California; (2) two rural, racially homogeneous districts in Missouri; (3) two rural/suburban districts with a high degree of student diversity in New Mexico; and (4) two fairly homogeneous suburban districts in Pennsylvania. The study was limited to kindergarten through grade 12 education programs and focused on students with disabilities rather than the gifted and talented who are sometimes included under special education. In spite of an emphasis by the states on standards-based curricula, these districts tended to focus on curriculum development supported by external funds, often part of integrated curriculum and instruction packages. Performance-based assessment has had benefits in terms of staff development, but not necessarily in terms of understanding student achievement levels. All the study states were putting increasing emphasis on accountability, but while state reforms were focused on improving the quality of teaching, local efforts centered on increasing the availability of teachers. State reforms fostering increased local governance have been well-received, and are being implemented. (SLD)