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Open Enrollment's Impact on School Districts When Students with Disabilities Transfer Schools. Research Report No. 14. Enrollment Options for Students with Disabilities.

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Bibliographic Details
Title: Open Enrollment's Impact on School Districts When Students with Disabilities Transfer Schools. Research Report No. 14. Enrollment Options for Students with Disabilities.
Language: English
Authors: Lange, Cheryl M., Minnesota Univ., Minneapolis. Coll. of Education.
Availability: University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($14).
Peer Reviewed: N
Page Count: 32
Publication Date: 1995
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Document Type: Reports - Research
Descriptors: Case Studies, Disabilities, Educational Policy, Educational Trends, Elementary Secondary Education, Enrollment Influences, Free Choice Transfer Programs, Open Enrollment, Parent School Relationship, Program Implementation, Qualitative Research, School Choice, School Districts, Special Education, State Legislation, Transfer Policy, Transfer Students, Trend Analysis
Geographic Terms: Minnesota
Abstract: This qualitative study examined the impact of open enrollment policies in Minnesota on eight school districts with larger than average transfers of students with disabilities. A series of case studies investigated implementation issues, effects on special education programs, effects on decision making in funding and planning, perceptions and opinions of school personnel about open enrollment, and characteristics of districts that gain or lose students with disabilities through open enrollment. Results were complex, as enrollment size and program quality alone did not explain the gain or loss of students with disabilities through open enrollment. Administrators and teachers did not give wide endorsement to the idea that the quality of special education programs improved because of open enrollment. Improved communication between school personnel and families did seem to be a key issue in open enrollment. For those districts gaining students with disabilities, there were few negative outcomes; districts losing students with disabilities were losing a great deal. Several recommendations are offered for consideration when evaluating open enrollment and the participation of students with disabilities. (Contains 11 references.) (DB)
Entry Date: 1996
Accession Number: ED392202
Database: ERIC
Description
Abstract:This qualitative study examined the impact of open enrollment policies in Minnesota on eight school districts with larger than average transfers of students with disabilities. A series of case studies investigated implementation issues, effects on special education programs, effects on decision making in funding and planning, perceptions and opinions of school personnel about open enrollment, and characteristics of districts that gain or lose students with disabilities through open enrollment. Results were complex, as enrollment size and program quality alone did not explain the gain or loss of students with disabilities through open enrollment. Administrators and teachers did not give wide endorsement to the idea that the quality of special education programs improved because of open enrollment. Improved communication between school personnel and families did seem to be a key issue in open enrollment. For those districts gaining students with disabilities, there were few negative outcomes; districts losing students with disabilities were losing a great deal. Several recommendations are offered for consideration when evaluating open enrollment and the participation of students with disabilities. (Contains 11 references.) (DB)