This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

No abstract

No abstract

This study examines the characteristics of students with disabilities who participate in Open Enrollment (one of seven enrollment options available in Minnesota), the reasons they participate, and the sources of information and decision-making process involved with choosing another district. Surveys of 347 parents revealed three primary reasons for transferring their children: The child's special education needs being better met at the new district, more personal attention from the teacher, and dissatisfaction with the resident school. Other factors, such as disability category, parents' income, and location, were also analyzed.

Currently, charter school laws exist in 30 states, and more than 1,000 charter schools are now in operation (Center for Education Reform, 1998). The rapid increase in the number of charter schools suggests that this educational reform may have the potential to become a major factor in the education of U.S. children. Charter schools are serving a variety of students, and recent studies at the national level show that a sizable proportion of students being served in charter schools have disabilities. Yet few studies address the provision of special education services and whether the needs of students with disabilities are being met. The Enrollment Options Project at the University of Minnesota has been examining the impact of Minnesota's charter schools on students with disabilities. Parents of students with and without disabilities enrolled in Minnesota's charter schools were surveyed to answer questions about their experiences with charter schools. Results from more than 600 respondents who completed the survey are presented in this article. Parents answered questions about reasons for charter school enrollment, perceived changes in their child as a result of attending the charter school, level of satisfaction, level of parent involvement, and special education service availability. In addition, written comments provided by parents are qualitatively analyzed. The article concludes with a discussion of information gathered from parents and implications for further study, examining special education delivery and outcomes for students with disabilities attending charter schools.