Date Approved

5-31-2005

Embargo Period

4-12-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald

Subject(s)

Remedial teaching--New Jersey; Special education--New Jersey

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to analyze the results of New Jersey's March 2004 High School Proficiency Assessment (HSPA) and the 2001 Grade Eight Proficiency Assessment (GEPA) to recommend remediation opportunities for high school students with special needs. Student demographics and content area scores on the GEPA and HSPA were collected. The population included: special education students who took the March 2004 HSPA test, five mathematics and language arts special education teachers, and five Child Study Team members. An analysis of the test scores and student demographics resulted in extensive correlations and percentages used for comparison. The research revealed that the majority of special education students who sat for the test were partially proficient on the mathematics section, which mirrored the school's overall achievement. It was also discovered that the curriculum in certain math courses was not aligned with the material tested on the HSPA. The focus group questionnaire responses indicated that the mathematics department offered remediation to regular education students, but did little to address those with special needs. Future implications and recommendations for potential remediation in the areas of mathematics and language arts were discussed.

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