North Central Regional Resource Center General Supervision Enhancement Grants (NCRRC GSEG)


Examined the intended and unintended consequences of states' large-scale alternate assessments based on alternate achievement standards (AA-AAS). Federal law requires states to conduct AA-AAS for students who cannot meaningfully participate in a general assessment even with appropriate supports and accommodations. This study implemented a framework suggested by Lane and Stone (2002) in order to gain a better understanding of the consequences of AA-AAS in three states. Using the interpretive arguments and propositions suggested in Lane and Stone's framework, evidence was gathered through teacher and administrator surveys as well as classroom observations. This effort yielded two valuable outcomes: specific evidence that states can use as to aid in determining the technical defensibility of their AA-AAS and an innovative application of the methodology suggested by Lane and Stone (2002) to better understand the consequences of AA-AAS.

This project was archived on 2014-09-23T00:00:00-05:00

Michael N Sharpe
Michael N Sharpe
Office of Special Education Programs, U.S. Department of Education
Wisconsin Department of Public Instruction
Michigan Department of Education


Brian H Abery :: Research Manager 3


  • Educational accountability and assessment
    • Assessment (large-scale, alternate)