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IDEA: Special Education Grants to States - FY 2005


CFDA Number: 84.027 - Special Education_Grants to States

Program Goal: Ensure all children with disabilities have available to them a free appropriate public education to help them meet challenging standards and prepare them for independent living and postsecondary education and/or competitive employment by assisting state and local educational agencies and families.

Objective 1 of 3: All children with disabilities will meet challenging standards as determined by national and state assessments with accommodations as appropriate.
Indicator 1.1 of 3: Performance on NAEP: The percentage of students with disabilities that meet or exceed basic levels in reading and math on the NAEP
 
Measure 1.1.1 of 2: The percentage of fourth-grade students with disabilities scoring at or above Basic in reading on the NAEP.
Year Actual Performance Performance Targets
2000 22  
2002 29 24
2003 29 25
2005 33 35
2007   37

Measure 1.1.2 of 2: The percentage of eighth-grade students with disabilities scoring at or above Basic in mathematics on the NAEP.
Year Actual Performance Performance Targets
2000 20  
2003 29 23
2005 31 32
2007   37

Source: NCES.

Frequency: Biennially.

Next Data Available: November 2007

Data Validated By: NCES.

Limitations: Results of the NAEP scores for students with disabilities from this sample cannot be generalized to the total population of such students.
 
Explanation: The 2005 targets were not met. Targets for 2002-2003 have been adjusted to be consistent with the Department's Strategic Plan 2002-2007. The 2002 & 2003 targets were exceeded.
 
Indicator 1.2 of 3: Exclusion from NAEP: The percentage of students excluded from NAEP due to their disability
 
Measure 1.2.1 of 2: The percentage of fourth-grade students included in the NAEP reading sample who are excluded from testing due to disabilities.
Year Actual Performance Performance Targets
2000
4
 
2002
5
 
2003
5
 
2005
 
5
2007
 
4

Measure 1.2.2 of 2: The percentage of eighth-grade students included in the NAEP mathematics sample who are excluded from testing due to disabilities.
Year Actual Performance Performance Targets
2000
3
 
2003
3
 
2005
 
3
2007
 
3

Source: NCES

Frequency: Biennially.

Next Data Available: November 2005
 
Explanation: For reading, the percentage of students with disabilities excluded from the NAEP includes only public school students. For math, the percentage excluded from NAEP includes public and private school students. The Department modified the language of these measures for clarification.
 
Indicator 1.3 of 3: Performance on State Assessments: The number of states reporting an increase in the percentage of students with disabilities meeting state performance standards by achieving proficiency or above on state assessments
 
Measure 1.3.1 of 2: The number of states reporting an increase in the percentage of fourth-grade students with disabilities meeting state performance standards by achieving proficiency or above in reading on state assessments.
Year Actual Performance Performance Targets
2004
24
 
2005
 
25
2006
 
25

Measure 1.3.2 of 2: The number of states reporting an increase in the percentage of eighth-grade students with disabilities meeting state performance standards by achieving proficiency or above in mathematics on state assessments.
Year Actual Performance Performance Targets
2004
25
 
2005
 
25
2006
 
25

Source: Consolidated State Performance Report

Frequency: Annually.

Next Data Available: August 2006
 
Explanation: FY 2004 data served as the baseline. The data were calculated by comparing SY 2002-03 to 2003-04 data.
 
Objective 2 of 3: Secondary school students with disabilities will complete high school prepared for independent living and postsecondary education and/or competitive employment.
Indicator 2.1 of 3: Graduation Rate: The percentage of students with disabilities that graduate high school with a regular high school diploma
 
Measure 2.1.1 of 1: The percentage of students with disabilities that graduate from high school with a regular high school diploma
Year Actual Performance Performance Targets
1996 42  
1997 43  
1998 45  
1999 47  
2000 46  
2001 48  
2002 51  
2003 52  
2004 54  
2005   54
2006   55
2007   56
2008   57
2009   58
2010   59

Source: State-reported data under IDEA Section 618. Denominator includes graduation with diploma or certificate, dropout, maximum age, deceased, and not known to continue.

Frequency: Annually.

Next Data Available: August 2006
 
Explanation: Starting with 2004, we changed the method for calculating graduation rates. The graduation rate is now calculated by dividing the number of students aged 14 and older with disabilities who graduated with a regular diploma by the total number of students with disabilities in the same age group who are known to have left school (i.e., graduated with a regular diploma, received a certificate of completion, reached the maximum age for services, died, dropped out, or moved (not known to have continued)). This includes calculations for 57 entities (50 states, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, N. Marianas and BIA). The ''Actual Performance'' values were revised accordingly back to 1996. The previously published 2004 target of 57 applied to the old calculation and is therefore not included here.
 
Indicator 2.2 of 3: Dropout Rate: The percentage of students with disabilities that drop out of school
 
Measure 2.2.1 of 1: Percentage of students with disabilities that drop out of school
Year Actual Performance Performance Targets
1996
47
 
1997
46
 
1998
44
 
1999
42
 
2000
42
 
2001
41
 
2002
38
 
2003
34
 
2004
31
 
2005
 
34
2006
 
33
2007
 
32
2008
 
31
2009
 
30
2010
 
29

Source: State-reported data under IDEA Section 618.

Frequency: Annually.

Next Data Available: August 2006
 
Explanation: Starting with 2004, the program changed the method for calculating graduation rates. The dropout rate is now calculated by dividing the number of students aged 14 and older with disabilities who dropped out or moved (not known to have continued in education) by the total number of students with disabilities in the same age group who are known to have left school (i.e., graduated with a regular diploma, received a certificate of completion, reached the maximum age for services, died, dropped out, or moved (not known to have continued)). This includes calculations for 57 entities (50 states, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, N. Marianas and BIA). The ''Actual Performance'' values were revised accordingly back to 1996. The previously published 2004 target of 29 applied to the old calculation and is therefore not included here.
 
Indicator 2.3 of 3: Postsecondary School and Employment: The percentage of students with disabilities that are either competitively employed, enrolled in some type of postsecondary school, or both, within two years of leaving high school
 
Measure 2.3.1 of 1: Percentage of students with disabilities that are either competitively employed, enrolled in some type of postsecondary school, or both, within two years of leaving high school.
Year Actual Performance Performance Targets
2003
59
 
2005
 
59.50
2006
 
60

Source: NLTS II.
Date Sponsored: 09/30/2002.

Frequency: Annually.

Next Data Available: September 2006

Data Validated By: No Formal Verification.
 
Explanation: National Longitudinal Transition Study I (NTLS - I) was conducted in SY 1986-87 (N= 52 percent). NLTS - II was conducted in SY 2003-04 (N = 59 percent). No target was set for FY 2004.
 
Objective 3 of 3: All children with disabilities will receive a free appropriate public education.
Indicator 3.1 of 3: Certified Teachers Under IDEA (Ages 6-21): The number of States with at least 90 percent of special education teachers of children with disabilities aged 6-21 fully certified in the areas in which they are teaching.
 
Measure 3.1.1 of 1: Number of States with at least 90 percent of special education teachers fully certified in the areas in which they are teaching.
Year Actual Performance Performance Targets
1996
35
 
1997
36
 
1998
37
 
1999
36
41
2000
36
42
2001
37
42
2002
33
42
2003
30
37
2004
36
37
2005
 
39
2006
 
40

Source: State-reported data under IDEA section 618.

Frequency: Annually.

Next Data Available: August 2006

Limitations: Data reflect grades 1-12, not teachers teaching children aged 6-21. States maintain data by grades taught, not ages of students. State requirements for teacher certification vary widely (i.e., teachers fully certified in one state might not be considered eligible for full certification in another state).
 
Explanation: 2004 actual performance represents a 6-State increase over 2003. As a result of this increase, we are within one state of our 2004 target. There continues to be a clustering of States around the 90 percent threshold in this indicator which may result in unpredictable changes from year to year.
 
Indicator 3.2 of 3: Highly Qualified Teachers Under NCLB: The number of special education teachers who teach core academic subjects that are highly qualified, consistent with NCLB
 
Measure 3.2.1 of 1: The percentage of special education teachers who teach core academic subjects that are highly qualified.
Year Actual Performance Performance Targets
2005
 
999

Frequency: Annually.

Next Data Available: September 2005

Limitations: NCES does not collect data on high qualified teachers because there is no standard definition.
 
Explanation: The FY 2005 target is to establish a baseline. The target for 2006 will be determined after receipt of the 2005 baseline data.
 
Indicator 3.3 of 3: Services Outside the Regular Classroom: The percentage of students ages 6-21 served outside of the regular classroom 60% or more of the day because of their disability
 
Measure 3.3.1 of 1: Percent of students served outside of the regular classroom 60% or more of the day due to their disability (as a percentage of the school population)
Year Actual Performance Performance Targets
2001
2.85
 
2002
2.81
 
2003
2.77
 
2004
2.67
 
2005
 
2.69
2006
 
2.65

Source: Numerator: State-reported data under IDEA Section 618. Denominator: U.S. Census (CCD enrollment)

Frequency: Annually.

Next Data Available: August 2006
 
Explanation: There was no target set for FY 2004.
 

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