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Drowning in Data: Assessment’s Role in Low Retention Rates for Special Education Teachers
by Hope Nye - August 06, 2019Policymakers are eager to introduce new assessment practices to govern student progress, but often fail to address how the system supports teachers in delivering these promises with fidelity. There is an added demand on special education teachers who must uphold a higher quality and frequency of individualized assessment practices to meet the requirements of constitutional laws. Although assessment is a necessary tool to measure student performance and inform decisions to promote student growth based on those measurements, policymakers must consider how these measures can be carried out in a more sustainable manner. Low retention rates for special education teachers remains a consistent nationwide epidemic, impacting our most vulnerable population. The introduction of a systematic support system aimed at assisting special education teachers in navigating the many demands of their positions such as mandatory individualized assessment practices is necessary to increase the likelihood of special education teacher retention.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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