Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Harbin, G.
Right arrow Articles by Mclean, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Issues in Designing State Accountability Systems

Gloria Harbin

University of North Carolina at Chapel Hill FPG Child Development Institute, gloria-harbin{at}unc.edu

Beth Rous

University of Kentucky

Mary Mclean

University of Wisconsin-Milwaukee

A pressing need exists within the field of early intervention and early childhood special education to identify and measure outcomes for young children and their families as a result of participating in publicly funded services. This article identifies critical issues for state administrators, providers, families, and researchers to consider when designing state-level accountability systems. The article explains the complexities of multiple federal accountability initiatives, confusion over terms used in various accountability initiatives (e.g. standards versus outcomes), multiple levels and types of accountability initiatives, and challenges faced in identifying and measuring standards and outcomes. Specific information is provided to facilitate the design of accountability systems that support the inclusion of young children with disabilities.

Journal of Early Intervention, Vol. 27, No. 3, 137-164 (2005)
DOI: 10.1177/105381510502700301
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Topics in Early Childhood Special EducationHome page
B. Rous, K. McCormick, C. Gooden, and K. F. Townley
Kentucky's Early Childhood Continuous Assessment and Accountability System: Local Decisions and State Supports
Topics in Early Childhood Special Education, January 1, 2007; 27(1): 19 - 33.
[Abstract] [PDF]

Home page
 Young Exceptional ChildrenHome page
B. J. Smith, M. L. Hemmeter, and S. R. Sandall
What Do I Do With the Division for Early Childhood Recommended Practices ?: Tips for Using the Practices in the Early Childhood Setting
Young Exceptional Children, July 1, 2006; 9(4): 22 - 33.
[PDF]

Home page
 Journal of Early InterventionHome page
B. Rous, T. Lobianco, C. L. Moffett, and I. Lund
Building Preschool Accountability Systems: Guidelines Resulting from a National Study
Journal of Early Intervention, October 1, 2005; 28(1): 50 - 64.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
M. B. Bruder, G. L. Harbin, K. Whitbread, M. Conn-Powers, R. Roberts, C. J. Dunst, M. Van Buren, C. Mazzarella, and G. Gabbard
Establishing Outcomes for Service Coordination: A Step Toward Evidence-Based Practice
Topics in Early Childhood Special Education, January 1, 2005; 25(3): 177 - 188.
[Abstract] [PDF]