Implementing Michigan's state endorsed diploma program for students with learning disabilities: Legal, educational, and policy perspectives.

Abstract

Educational reform legislation in many states has required high school students to pass proficiency tests in order to receive a high school diploma or valued addition to the diploma. The Michigan School Act of 1992 requires students to pass The Michigan High School Proficiency Tests in Mathematics, Science, Social Studies, and Language Arts in order to receive state endorsements on their diplomas for those subjects. Regular and most special education students are expected to take the tests. The science curriculum for high school students were set forth in 84 statements, called benchmarks which described what students are expected to know. The purpose of this study was to measure and compare coverage of these 84 benchmarks in regular and special education classes to determine if there was a significant difference. Results supported a conclusion that there was a statistically significant difference in the number of benchmarks taught and the amount of time spent teaching them in regular and special education. These results suggested the need to adapt instructional policy at the state, district, and school level to prepare students with special needs for standardized state proficiency tests.