Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement

Alexander Kurz, Stephen N. Elliott, Joseph H. Wehby, John L. Smithson

Research output: Contribution to journalArticle

41 Scopus citations

Abstract

In this initial study, the authors examined the content of the planned and enacted eighth-grade mathematics curriculum for 18 general and special education teachers and the curriculaa's alignment to state standards via the Surveys of the Enacted Curriculum. The relation between alignment and student achievement was analyzed for three formative assessments and the corresponding state test within a school year. Results indicated that alignment for the planned and enacted curriculum to state standards was low with no significant differences between general and special education teachers. Significant correlations between student achievement averages for 238 students and teacher alignment indices were equal to or greater than .48. When teacher groups were examined separately, the relation between alignment and achievement remained significant only for special education, with correlations equal to or greater than .75. The studya's conceptual and methodological framework provides a model for subsequent research on alignment and opportunity to learn in general and special education.

Original languageEnglish (US)
Pages (from-to)131-145
Number of pages15
JournalJournal of Special Education
Volume44
Issue number3
DOIs
StatePublished - Jan 1 2010
Externally publishedYes

Keywords

  • access to the general education curriculum
  • alignment
  • opportunity-to-learn
  • standards-based instruction
  • validity of test score interpretations

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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