Developing a Special Education Accountability Framework Using Program Evaluation

Abstract

Accountability has been at the forefront of standards-based educational reform. Yet, as new-age accountability is upon us, driven in the vehicle of large-scale assessment by policy decisions, research indicates that within these accountability systems are organizational and technical barriers to educational improvement. What is presented in this article is a local-level accountability framework focused on special education programs in the context of a large, predominantly urban school district in Southern Ontario. Involving principles of participatory program evaluation, this framework looks at building organizational capacity for bureaucratic and professional accountability in efforts to overcome barriers to educational improvement through accountability.