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: Special Education Grants to States - 2004

CFDA Number: 84.027 - Special Education_Grants to States


Program Goal: 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 3: All children with disabilities have access to the general curriculum and assessments, with appropriate accommodations, supports, and services, consistent with high standards.
Indicator 8.1.1 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
48
2004
50
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 -


Progress: The percentage of children served in regular education classrooms at least 80 percent of the day increased from 48 percent in 2002-2003 to 50 percent in 2003-2004, exceeding the target of 48 percent.

Explanation: No target is provided for future years because the indicator is being revised to more accurately measure the number of children with disabilities who are served outside of the regular classroom. Targets for the new indicator will be included in the FY 2005 Performance Plan.  
Additional Source Information: 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: 2004 - 2005
Data Available: September 2005
Validated By: No Formal Verification.

 
Indicator 8.1.2 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
6
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


 


 

Objective 8.2 of 3: Secondary school students with disabilities receive the support they need to complete high school prepared for postsecondary education or employment.
Indicator 8.2.1 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
42 47
   
1997
43 46
   
1998
45 44
   
1999
47 42
56 31
2000
46 42
57 30
2001
48 41
59 27
2002
51 38
60 26
2003
52 34
57 29
2004
   
53 35


Progress: In 2003 the data collection methodology for this measure was revised to remove from the numerator the category of students who moved and whose services were not known to continue. This resulted in about a 10 percentage point change in the trend line for both graduation and dropout data. In subsequent performance plans, the targets for 2003 and later years were revised to account for this change. The graduation of students with disabilities improved from 51 percent in 2002 to 52 percent in 2003, meeting the (revised) target. The dropout rate decreased from 38 percent to 34 percent, exceeding the (revised) target of 36 percent for 2003.

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: Annually.
Collection Period: 2003 - 2004
Data Available: September 2005
Validated By: No Formal Verification.

 

Objective 8.3 of 3: States are addressing their needs for professional development consistent with their comprehensive system of personnel development (cspd).
Indicator 8.3.1 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
32 30
36 37
2004
   
36 37


Progress: The number of States meeting the 90 percent threshold for teachers of children ages 6-21 decreased from 33 in 2002 to 30 in 2003.

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 multi-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: 2003 - 2004
Data Available: September 2005
Validated By: No Formal Verification.

 

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