Implications of the Reassessment policy on the Elementary Classroom

Abstract

Previous researchers have found a link between enhanced academic performance and personalized teacher aid in students diagnosed with learning disorders. This finding from the pre-existing research inspired the goal of this research study: to examine the implications of the reassessment policy required under IDEA on the elementary classroom environment. The analysis focused on how the reassessment policy impacts the student being diagnosed, their peers, as well as the teacher responsible for gathering data on the student being assessed. To assess the role the reassessment policy plays on elementary schools in Katy, two methodology tools were utilized, a quantitative questionnaire utilizing the Likert scale and qualitative interviews. 34 teachers and diagnostic coaches were subjects of the study. This study addresses a gap in existing literature by concentrating on the specific effects of reassessment policies on classroom dynamics and learning outcomes. A mixed methods approach was employed, utilizing both quantitative and qualitative data collection methods, 34 elementary school teachers from Katy, Texas participated in a questionnaire and subsequent interviews. The findings reveal significant disruptions to the classroom environment due to the reassessment process. Furthermore, teachers expressed a concern about the time-consuming paperwork involved in the evaluation process. The extensive paperwork took away from lesson-planning and a quality education for all students. Many teachers expressed the need for policy changes to address these issues, particularly regarding the length of waiting times for assessment outcomes and the lack of support for students during this period.