U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

IDEA Part B -- Grants to States and Preschool Grants Program - 2003

CFDA Numbers: 84.173 - Special Education_Preschool Grants
84.181 - Special Education_Grants for Infants and Families with Disabilities


Goal 8: To assist State and local educational agencies in providing children with disabilities access to high quality education to help them meet challenging standards and prepare them for employment and independent living.
Objective 8.1 of 4: ALL PRESCHOOL CHILDREN WITH DISABILITIES RECEIVE SERVICES THAT PREPARE THEM TO ENTER SCHOOL READY TO LEARN
Indicator 8.1.1 of 1: Inclusive settings (preschool): The percentage of preschool children with disabilities who are receiving special education and related services in inclusive settings (e.g., regular kindergarten, public preschool programs, Head Start, or child care facilities).
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of preschool children with disabilities receiving services in inclusive settings
Year Actual Performance Performance Targets
1999
41
 
2000
40
 
2001
39
 
2002
40
39
2003
 
40
2004
 
40


Explanation: Data for actual performance were rounded to the nearest whole number.  
Additional Source Information: Includes children in early childhood settings and home settings from 50 States, DC, Puerto Rico, American Samoa, Guam, Virgin Islands, Northern Marianas, and BIA (57 entities).

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: September 2004
Validated By: Federal Statistical Agencies.
New State data collections typically take up to five years to achieve reliability.

 

Objective 8.2 of 4: ALL CHILDREN WITH DISABILITIES HAVE ACCESS TO THE GENERAL CURRICULUM AND ASSESSMENTS, WITH APPROPRIATE ACCOMMODATIONS, SUPPORTS, AND SERVICES, CONSISTENT WITH HIGH STANDARDS.
Indicator 8.2.1 of 2: Regular education settings (school age): The percentage of children with disabilities ages 6 to 21 who are reported by states as being served in the regular education classroom at least 80 percent of the day.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of school age children with disabilities reported by states as being served in the regular education classroom at least 80 percent of the day
Year Actual Performance Performance Targets
 
% of children
% of children
1997
46
 
1998
46
 
1999
47
48
2000
47
48
2001
47
49
2002
48
49
2003
 
48
2004
 
48

Percentage of students excluded from NAEP - 4th Grade
Year Actual Performance Performance Targets
- No Data -

Percentage of students excluded from NAEP-8th Grade
Year Actual Performance Performance Targets
- No Data -

Percentage of students excluded from NAEP-12th Grade
Year Actual Performance Performance Targets
- No Data -


Explanation: The percentage of children served in regular education classrooms at least 80 percent of the day increased from 47 percent in 2001 to 48 percent in 2002.  
Additional Source Information: State-reported data required under IDEA. Numerator: Number served at least 80 percent of day in regular classroom. Denominator: All settings. 50 States, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, Northern Marianas, and BIA (57 entities).

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: September 2004
Validated By: Federal Statistical Agencies.

 
Indicator 8.2.2 of 2: The percentage of students with disabilities scoring at or above the basic and proficient levels on the NAEP
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of 4th grade students with disabilities scoring at or above the basic and proficient levels on the NAEP
Year Actual Performance Performance Targets
 
Reading
Reading
2002
 
33
2003
 
35
2005
 
37
2007
 
47

The percentage of 8th grade students with disabilities scoring at or above the basic and proficient levels on the NAEP Mathematics Test.
Year Actual Performance Performance Targets
 
Math
Math
2003
 
28
2005
 
32
2007
 
42

The percentage of 12th grade students with disabilities scoring at or above the basic and proficient levels on the NAEP Reading Test.
Year Actual Performance Performance Targets
 
Reading Math
Reading Math
2002
   
39  
2003
   
  30
2005
   
43 34
2007
   
53 44


Explanation: For Math and Science the percentage excluded from NAEP includes public and private school students. For Reading the percentage includes only public school students. The percentage reported for 8th grade Math who met or exceeded basic levels has been corrected to 26.8 percent based on an error in reporting last year's data.  
Additional Source Information: Analysis of data from National Assessment of Educational Progress (NAEP).

Frequency: Other.
Collection Period: 2001
Data Available: January 2002
Validated By: No Formal Verification.
Analysis of data from National Assessment of Educational Progress (NAEP).

Limitations: Data on children with disabilities who meet or exceed basic standards and those who do not meet basic standards are based on very small sample sizes, and, therefore, have a low level of reliability.

 

Objective 8.3 of 4: SECONDARY SCHOOL STUDENTS WITH DISABILITIES RECEIVE THE SUPPORT THEY NEED TO COMPLETE HIGH SCHOOL PREPARED FOR POSTSECONDARY EDUCATION OR EMPLOYMENT.
Indicator 8.3.1 of 1: Graduation: The percentage of children with disabilities exiting school with a regular high school diploma, and the percentage who drop out.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of children with disabilities that drop out or exit school with a regular high school diploma
Year Actual Performance Performance Targets
 
Graduation Drop out
Graduation Drop out
1996
52.60 34.10
   
1997
53.50 32.70
   
1998
55.40 31
   
1999
57.40 28.90
56 31
2000
56.20 29.40
57 30
2001
57 29.40
59 27
2002
61 25.50
60 26
2003
   
57 29
2004
   
57 29


Explanation: Targets for 2002-2004 reflect a decrease from prior years due to the increased use of high-stakes testing among states. This factor may produce a drop in desired results at first, before instruction catches up to standards.  
Additional Source Information: State-reported data required under IDEA for 50 States, DC, Puerto Rico, American Samoa, Guam, Virgin Islands, Northern Marianas, BIA (57 entities).

Frequency: Other.
Collection Period: 2002 - 2003
Data Available: September 2004
Validated By: Federal Statistical Agencies.

Limitations: Supplemental descriptive information will be provided by the National Longitudinal Study II. The Department is taking steps to reduce the amount of time for collecting and reporting data.

 

Objective 8.4 of 4: STATES ARE ADDRESSING THEIR NEEDS FOR PROFESSIONAL DEVELOPMENT CONSISTENT WITH THEIR COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT (CSPD).
Indicator 8.4.1 of 1: Qualified personnel: The number of states and outlying areas where a high percentage of special education teachers are fully certified in the area in which they are teaching.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Number of States with at least 90 percent of special education teachers fully certified in the area in which they are teaching
Year Actual Performance Performance Targets
 
No. of States Serving Ages 3-5 No. States Serving Ages 6-21
No. of States Serving Ages 3-5 No. States Serving Ages 6-21
1996
34 35
   
1997
35 36
   
1998
37 37
   
1999
34 36
40 41
2000
36 36
41 42
2001
35 37
40 42
2002
34 33
40 42
2003
   
36 37
2004
   
36 37


Explanation: There is a clustering of states around the 90 percent goal in the indicator, which may result in unpredictable changes from year to year. However, evidence of a positive trend is expected to be evident over a 5- to 7- year period. The Department is examining the possible effects of the fully qualified personnel provisions in the No Child Left Behind Act on targets for this indicator. Once alignment and NCLB and IDEA is determined, this indicator may be revised. Actual data have been revised to eliminate the effect of rounding percentages upward to the nearest whole number.  
Additional Source Information: State reported data required under IDEA.

Frequency: Annually.
Collection Period: 2002 - 200
Data Available: September 2003
Validated By: Federal Statistical Agencies.

 

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