The final chapter discusses the implications for the design of future curriculum-indicator systems and for the policy uses of such information.
It concludes that while an enhanced version of current national surveys can provide a reasonably accurate picture of high school mathematics teaching across the country, there are significant limitations on such data, and at this point, policy uses for more than informational purposes would be inappropriate.
These studies were based upon the , an alignment model specifically designed by us to address the unique issues present in an alternate assessment system.
Permission is given to duplicate this electronic document for personal use only, as long as it is unaltered and complete. Mc Donnell, Jeannette Van Winkle, Tor Ormseth, Jim Mirocha, and Gretchen Guiton.
These data were compared with teachers' responses on surveys similar to those used in national data collection efforts.
This report summarizes results from research aimed at improving the quality of information collected about school curriculum.
A conceptual foundation for the LAL can be found in the following reference: & Browder, D.
The following are the references related to the CIS.