ERIC ED354661: Educational Outcomes and Indicators for Students Completing School.

25 Pages·0.45 MB·English

by  ERIC

DOCUMENT RESUME
EC 301 831
ED 354 661
Educational Outcomes and Indicators for Students
TITLE
Completing School.
National Center on Educational Outcomes, Minneapolis,
INSTITUTION
MN.
Special Education Programs (ED/OSERS), Washington,
SPONS AGENCY
DC.
PUB DATE
Jan 93
H159C00004
CONTRACT
NOTE
25p.
AVAILABLE FROM National Center on Educational Outcomes (NCEO), 350
Elliott Hall, 75 East River Rd., University of
Minnesota, Minneapolis, MN 55455 ($8).
Non-Classroom Use (055)
PUB TYPE
Guides
EDRS PRICE
MFO1 /PCO1 Plus Postage.
Data Collection; *Disabilities; Elementary Secondary
DESCRIPTORS
Education; High School Graduates; Information
Sources; *Measurement Techniques; Models; *Outcomes
of Education; *Student Educational Objectives
Aging Out Process; *Educational Indicators
IDENTIFIERS
ABSTRACT
This document presents a model of school completion
outcomes and the indicators of these outcomes for all students,
including students with disabilities. School completion is defined in
a number of ways, including Grade 12, end of school, and time of
"aging out" of eligibility for educational services. The document
includes a conceptual model in which educational resources influence
educational opportunity and process, which in turn influence the
school completion outcome domains, which have a return influence on
both the resources and opportunity/process. Outcome domains include:
presence and participation, accommodation and adaptation, physical
health, responsibility and independence, contribution and
citizenship, academic and functional literacy, personal and social
adjustment, and satisfaction. Several outcomes are listed for each
domain, and several possible indicators are listed for each outcome,
with indicators generally being percentages or rates representing
outcomes. Steps toward identifying sources of data for indicators are
then outlined. The document concludes with an outline of plans to
identify outcomes and indicators for several other developmental
levels, a list of contributors to the development of school
completion outcomes, and a list of six supporting documents
(JDD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U S DEPARTMENT Of EDUCATION
OPce of Ecluat,onal Research end improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
.7.1,s document has been reproduced
as
rece.ved troth the person or organaahon
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Educational
Minor changes nave been made to improve
reproducl.on Quatil
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Outcomes and Indicators
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for Students
Completing School
L';
Pr "
NATIONAL
CENTER ON
EDUCATIONAL
OUTCOMES
in collaboration with
The College of Education
J
UNIVERSITY OF MINNESOTA
National Association of State Directors
of Special Education
2
BEST COPY AVAFLABLE
January, 1993
Acknowledgments
The National Center on Educational
Outcomes (NCEO) was established in
October, 1990 to work with state
In addition to numerous stakeholders
departments of education, national
and other contributors, many
policy-making groups, and others to
individuals helped to develop the
Prepared by James E. Ysseldyke,
facilitate and enrich the development
concept of a model of outcomes and
Martha L. Thurlow, and
and use of indicators of educational
indicators of the outcomes. While all
Cheri J. Gilman
outcomes for students with
involved are too numerous to
disabilities. It is believed that
mention, the following individuals
responsible use of such indicators will
deserve special acknowledgement:
enable students with disabilities to
achieve better results from their
OSEP Project Officer
educational experiences. The Center
Lou Danielson
represents a collaborative effort of the
Additional copies may be
University of Minnesota, the National
NASDSE Staff
Association of State Directors of
ordered for $8.00.
Eileen Ahearn
Special Education, and St. Cloud
Please write:
Linda Lewis
State University.
Edward Mc Caul
Publications Office
The Center is supported through a
All NCEO staff read, reviewed, and
NCEO
Cooperative Agreement with the U.S.
contibuted to this document in
350 Elliott Hall
Department of Education, Office of
various ways. Contributions beyond
75 East River Road
Special Education Programs
these were made by the following
University of Minnesota
(H159C00004). Opinions or points of
NCEO support staff:
Minneapolis, MN 55455
view do not necessarily represent
Sheila Hoover
those of the U.S. Department of
Michael Vanderwood
Education or Offices within it.
Graphic Design
University of Minnesota
NCEO Core Staff:
Printing Services
Robert H. Bruininks
Cheri J. Gilman
Kevin S. McGrew
Dorene L. Scott
James G. Shriner
Gail E. Spande
Martha L. Thurlow, assistant director
James E. Ysseldyke, director
NCEO
SCHOOL COMPLETION LEVEL
Table of Contents
Educational Outcomes and Indicators for Students
Completing School
1
1
Conceptual Model of Domains and Outcomes
7
Possible Indicators for School Completion Outcomes
8
Presence and Participation
9
Accommodation and Adaptation
10
Physical Health
Responsibility and Independence
11
12
Contribution and Citizenship
Literacy
Academic and Function
13
14
Personal and Social Adjustment
Satisfaction
15
17
Steps Toward Identifying Sources of Data for Indicators
Identifying and Defining the Important Outcomes of Education
19
11
Contributors to the Development of School Completion Outcomes
Supporting Documents
4
It
NCEO
SCHOOL COMPLETION LEVEL
Educational Outcomes and
Indicators for Students
Completing School
indicators of these outcomes for all
The current emphasis on educational
students in today's schools. "School
reform and accountability reflects the
completion" can be defined in a
public's desire to know the results of
number of appropriate ways,
education for all America's students.
including Grade 12, end of school.
There is great interest in identifying
and time of "aging out" of eligibility
the important outcomes of education
for educational services. In the pages
and the best indicators of those
that follow, you will find:
outcomes.
A conceptual model of
The National Center on
domains and outcomes
Educational Outcomes (NCEO) is
working with federal and state
Possible indicators for each
agencies to facilitate and enhance the
outcome
collection and use of data on
Steps toward identifying
educational outcomes for students
sources of data for indicators
with disabilities. In doing so, it has
taken an inclusive approach,
We at the National Center on
identifying a conceptual model of
Educational Outcomes are indebted to
outcomes that applies to all students,
many groups and individuals who
not just to students with disabilities.
provided feedback to us (see
Hundreds of educators,
Contributors listed at the end of this
administrators, policymakers, and
document). We believe that the
parents have participated in a
model and indicators for school
consensus building process using this
completion outcomes presented here
model as a framework to identify key
will serve as a point from which to
indicators of important educational
extend discussion as policymakers,
outcomes for all students.
states, and local school districts
identify the important outcomes of
The purpose of this document is to
education.
present the model of school
completion outcomes and the
5
1
NCEO
SCHOOL COMPLETION LEVEL
Conceptual Model of Domains and Outcomes
The conceptual model depicted below
variables. Yet, generally there is
Two of the shaded domains, Presence
shows the complete educational
consensus that these aspects need to
and Participation, and
model, with Educational Resources
be measured.
Accommodation and Adaptation, are
(Inputs and Contexts) influencing
placed next to Educational
Educational Opportunity and Process.
Throughout this document, all eight
Opportunity and Process.
These in turn, influence the Outcome
domains (indicated by ) will be
Considerable controversy remains
Domains (the shaded areas), which
treated equally as outcome domains.
about whether these are true
have a return influence on both the
outcomes, part of the process of
resources and opportunity/ process.
education, or some type of mediating
Conceptual Model of Outcomes
Physical Health
= OUTCOME DOMAIN
Responsibility and
Independence
Presence and
Participation
Contribution and
Citizenship
Educational
Resources
Opportunity and
frommalp.-
(Input and Context)
Process
Academic and
Functional Literacy
Accommodation
and Adaptation
Personal and Social
Adjustment
Satisfaction -.44-----,--
2
NCEO
SCHOOL COMPLETION LEVEL
are listed for each outcome within
Presence and Participation domain.
The conceptual model is extended by
outcome domains on pages 8-15.
Throughout this document outcome
identifying outcomes, indicators of
Sample sources of data for the
domains are represented by shaded
the outcomes, and finally, sources of
Contribution and Citizenship outcome
diamonds, outcomes are represented
data for the indicators. Outcomes are
domain are presented on page 17.
by shaded circles and indicators are
the results of interactions between
Within this document, outcome
represented by shaded triangles.
students and the educational system.
domains, outcomes, and indicators are
Sources of data, represented below as
Indicators are numbers or other
assigned letters and numbers to help
small dots, are not fully developed for
symbolic representations that can be
in referencing them. These letters and
the eight domains in this document.
used to determine whether desired
numbers do not imply a hierarchical
outcomes are achieved. The
order of any kind.
Outcomes for the eight domains are
relationships among these
presented on pages 4 and 5. Indicators
components are shown below for the
SOURCE OF DATA
INDICATOR
OUTCOME
OUTCOME DOMAIN
icipation
Presence
101
7
3
NCEO
SCHOOL COMPLL ilON LEVEL
OUTCOME
OUTCOME DOMAIN
icipation
Presence
Is present in school
Participates
Completes school
Makes adaptations, acommodations, or
Accom
on and
compensations necessary to achieve outcomes
tion
Ada
in each of the major domains
L
Demonstrates family support and coping skills
Phy.alth
Makes healthy lifestyle choices
Is aware of basic safety, fitness, and
health care needs
Is physically fit
Resp+
Gets about in the environment
and
Indep
dence
Is responsible for self
41
Complies with school and
itizenship
100tContributio
,
community rules
Knows the significance of voting and procedures
necessary to register and vote
Volunteers
4
NCEO
SCHOOL COMPLETION LEVEL
OUTCOME
OUTCOME DOMAIN
Academinctional
Demonstrates competence in communication
Literacy
Demonstrates competence in problem-solving
strategies and critical thinking skills
Demonstrates competence in math, reading and
........
writing skills
sDemonstrates competence in other academic and
nonacademic skills
Demonstrates competence in using technology
nAk
Copes effectively with personal challenges,
Perso
Social
;
frustrations, and stressors
ent
Adju
Gz
Has a good self image
Respects cultural and individual differences
Gets along with other people
Student satisfaction with high school experience
Parent/guardian satisfaction with the education that
students received
Community satisfaction with the education that
students received
5 9
NCEO
SCHOOL COMPLETION LEVEL
Possible Indicators for School
Completion Outcomes
State and School District
Indicators are numbers or other
Development of Educational
symbolic representations of outcomes.
Outcomes and Indicators: A Guide
They can be viewed over time to
for Self Study (see p. 25).
gather information on trends. At the
national and state levels, indicators
Lists of possible indicators for the
usually are presented as percentages
school completion outcomes, which
or rates.
were identified through the
consensus-building process, are
State and local district personnel who
presented on the next eight pages, one
are interested in specific students can
outcome domain per page. It is
easily translate the indicators
important to think of these as a
presented here into individually-based
framework within which outcomes,
indicators. A guide to these
indicators, and sources of data can be
translations is included in the
generated.
supporting document entitled
7