Abstract
Purpose. The purpose of this study was (1) to measure the effectiveness of the CAHSEE remediation program, Meeting the California Challenge published by Globe Fearon, for disabled high school students in improving their performance on the CAHSEE, (2) to examine perceptions of effectiveness by teachers using the program, (3) to determine what other supplemental materials are being used by teachers using the Globe Fearon materials and teachers using other programs and to examine their perceived effectiveness, and (4) to determine why teachers do not use the program after purchase by the district. Methodology. This study was made up of causal-comparative, descriptive, and qualitative methods. Data were collected from two school districts located in Riverside and Los Angeles Counties. Two groups of students were created: a group that used the curriculum in a fall remediation class and a group that did not. Data were compiled from results of the 2006-2007 administration of the CAHSEE in English/language arts and in mathematics. Five interviews were conducted with special education teachers who had experience using the Globe Fearon curriculum. Twenty interviews were conducted with special education teachers who worked at sites that had purchased the curriculum but were not using it. Findings. No statistically significant gains in CAHSEE performance in either English/language arts or mathematics, irrespective of placement in the resource specialist program or special day class, were found. A significant level of resistance from school districts in participating in a research project was encountered. Teachers reported that they had no input in the selection of materials, training, or ongoing support for the use of a remediation program. No formal analysis of CAHSEE data after administration to determine effectiveness was reported. Conclusions. Curriculum alone cannot help special education students to improve their performance on the CAHSEE. They require a more robust intervention that includes district/site support, regular review of assessment data, training, and intervention beyond the classroom.