Gagnon, J. C., & McLaughlin, M. J. (2004). Curriculum, assessment, and accountability in day treatment and residential schools . Exceptional Children , 70 (3), 263–283. https://doi.org/10.1177/001440290407000301

This study determined school-level curricular, assessment, and accountability policies and practices in private and public day treatment and residential schools for elementary age children with emotional or behavioral disorders.

The participants included 271 principals and 229 teachers who responded to a national (U.S.) mail survey.

Two surveys were developed based on a review of literature, consideration of current educational reform, etc. There were five sections on each survey, however, this study focuses only on the sections on curricular policies and accountability.

No significant differences existed between teacher and principal reports of school-level curricular, assessment, and accountability policies. However, several statistically significant differences existed in school policies for schools that served students from a single district and those that served students from across a single state or more than one state. Approximately two-thirds of all the schools administered district and state assessments and most schools used their state’s accommodation guidelines.