Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.     

A Framework for Evaluation and Use of Automated Scoring

A framework for evaluation and use of automated scoring of constructed‐response tasks is provided that entails both evaluation of automated scoring as well as guidelines for implementation and maintenance in the context of constantly evolving technologies. Consideration of validity issues and challenges associated with automated scoring are discussed within the framework. The fit between the scoring capability and the assessment purpose, the agreement between human and automated scores, the consideration of associations with independent measures, the generalizability of automated scores as implemented in operational practice across different tasks and test forms, and the impact and consequences for the population and subgroups are proffered as integral evidence supporting use of automated scoring. Specific evaluation guidelines are provided for using automated scoring to complement human scoring for tests used for high‐stakes purposes. These guidelines are intended to be generalizable to new automated scoring systems and as existing systems change over time.     

Editorials

A Handbook of Public Speaking (Revised Edition). By John Dolman, Jr. New York: Harcourt, Brace and Company, 1934; pp. vii, 165; $1.

Legal Reasoning and Briefing. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1917; pp. xvi, 775; $5.

Legal and Public Speaking. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1932; pp. xiii, 1049; $5.

Winning Orations of the Interstate Oratorical Association, 1933 Edited by I. M. Cochran. New York: Noble &; Noble, 1933; pp. 66; $1.

Modern Short Stories for Oral Interpretation. Edited by M. Pearl Lloyd and John Tryon Marshman. Boston: The Expression Company, 1933; pp. viii, 306.

Some Exercises in the Sounds of Speech. By C. C. Bell. Cambridge: at The University Press; New York: The Macmillan Company; 1933; pp. viii + 94; $1.25.

The Theatre on the Frontier. By William G. B. Carson. Chicago: the University of Chicago Press, 1932; pp. 361; $5.

The Year Book of College Oratory. Vol. V, 1933. Edited by Evan E. Anderson, New York: Noble &; Noble, 1933; pp. 364; $2.

Poet's Gold. By David Ross. New York: The Macaulay Co., 1933; pp. 288; $2.

Intercollegiate Debates, Vol. XIV, Edited by Egbert Ray Nichols. New York: Noble &; Noble, 1933; pp. 529; $2.

Habits: Their Making and Unmaking. By Knight Dunlap. New York: Liveright, Inc.; 1932; pp. 326.

Psychology Applied. By George W. Crane. Chicago: Northwestern University Press, 1932; pp. 586; $4.