Implementation of policy at the local school level: Factors that affect timely completion of the case study evaluation process

The purpose of this study was to examine the factors at the local school that affect the timely completion of the case study evaluation (CSE) process. Phase One of the research strategy consisted of the identification of components, participants and procedures of the CSE through a content analysis of the Education for All Handicapped Children Act (P.L. 94-142, 1975), Individuals with Disabilities Education Act (P.L. 94-142/IDEA, 1992), the Settlement Agreement (U.S. Department of Education, 1989) between the Office for Civil Rights and the Chicago Board of Education, Title 23 (Ill. Admin. Code tit. 23, S 226, 1990), and the Chicago Public School (1992) guidelines. A questionnaire designed from this information was administered to case managers from schools within a subdistrict of the Chicago Public School System to discern from their perspective what caused delays in the CSE process. Interviews were conducted with case managers at five schools with the highest compliance rates and five schools with the lowest compliancy rates to identify practices developed to respond to the implementation of the policy. Phase Two consisted of an analysis of computer-generated compliance monitoring data to determine what components caused the actual delay and to what extent the delay occurred.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Date dc:date

10000-01-01

Author dc:creator

• Holland, Laura Knight

Contributors dc:contributor

• Rodgers, Frederick A.

• Education, Administration
• Education, Elementary
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1994 Holland, Laura Knight

Language dc:language

eng

Identifier

AAI9503217
(UMI)AAI9503217

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23399