title: Schools for the deaf and the No Child Left Behind Act.
abstract: The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed.
authors.affiliation: School of Psychology at Walden University, USA.
authors.forename: Stephanie W
authors.initials: SW
authors.lastname: Cawthon
mesh_terms: D019985:Benchmarking / Q000331:legislation & jurisprudence / Q000592:standards; D003479:Curriculum / Q000592:standards; D003638:Deafness / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special / Q000331:legislation & jurisprudence* / Q000592:standards; D004521:Educational Measurement / Q000379:methods / Q000592:standards; D006801:Humans; D013334:Students; D014481:United States