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Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement

^* To whom correspondence should be addressed. E-mail: alexander.kurz{at}vanderbilt.edu.

	Abstract

In this initial study, the authors examined the content of the planned and enacted eighth-grade mathematics curriculum for 18 general and special education teachers and the curricula’s alignment to state standards via the Surveys of the Enacted Curriculum. The relation between alignment and student achievement was analyzed for three formative assessments and the corresponding state test within a school year. Results indicated that alignment for the planned and enacted curriculum to state standards was low with no significant differences between general and special education teachers. Significant correlations between student achievement averages for 238 students and teacher alignment indices were equal to or greater than .48. When teacher groups were examined separately, the relation between alignment and achievement remained significant only for special education, with correlations equal to or greater than .75. The study’s conceptual and methodological framework provides a model for subsequent research on alignment and opportunity to learn in general and special education.

First published on September 21, 2009
The Journal of Special Education 2009, doi:10.1177/0022466909341196


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