In December 2004, Congress reauthorized the Individuals with Disabilities Education Act (IDEA), Public Law [P.L.] 108-446. The provisions in Parts A, B and C and subpart 1 of Part D of the act became effective on July 1, 2005. Some elements pertaining to the definition of a “highly qualified teacher” took effect upon the signing of the act. With reauthorization of IDEA, the nation reaffirmed its commitment to improving educational results for children and youth with disabilities.
The 29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007 focuses on key state performance data in accordance with recommendations of the President’s Commission on Excellence in Special Education.
- Volume 1 focuses on the children and students being served under IDEA nationally and provides profiles of individual states’ special education environments.
- Volume 2 of the report contains the state-reported data tables for IDEA, Part B, developed from the Office of Special Education Programs’ (OSEP’s) Data Analysis System. Part B of IDEA provides funds to states to assist them in providing a free appropriate public education (FAPE) to children ages 3 through 21 with disabilities who are in need of special education and related services.
- Volume 3 of the report contains the state-reported data tables for IDEA, Part C. Part C provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth to age 3 with disabilities and their families.
The 2007, or 29th Annual Report to Congress, follows the 2006, or 28th Annual Report to Congress, in sequence, and continues to focus on IDEA results and accountability. It is the first annual report to have three volumes. In the 28th and previous editions, vol. 2 consisted of data tables and data notes for Parts B and C. With the 2007 or 29th Annual Report to Congress, vol. 2 now contains only Part B data tables and data notes, and vol. 3 contains data tables and data notes for Part C. This division was done to accommodate the increased length of the report.
Vol. 1 of the 2007, or 29th Annual Report to Congress, is comparable to the 2006, or 28th Annual Report to Congress, throughout the first three sections. Sections IV and V are new to this edition and were added to provide information on two programs established with the 2004 IDEA reauthorization. A summary of the five sections that make up vol. 1 of this report follows.
Section I contains national data pertinent to Parts C and B of IDEA and the evaluation of states’ monitoring and improvement practices under IDEA. It contains four subsections. The first three subsections focus on infants and toddlers served under IDEA, Part C; children ages 3 through 5 served under IDEA, Part B; and students ages 6 through 21 served under IDEA, Part B. The figures and tables provide information about the characteristics of children and students receiving services under Parts C and B, their disabilities, the settings in which they receive services and their transitions as they move from early childhood through elementary and secondary school and into adult life. The fourth subsection presents highlights of states’ monitoring and improvement activities related to state efforts to improve compliance with Parts B and C of IDEA and outcomes for children with disabilities and their families.
To the extent possible, the data are presented through figures, short tables and bulleted text. Data are included for the 50 states, the District of Columbia, Puerto Rico and the outlying areas (American Samoa, Guam, the Northern Mariana Islands and the Virgin Islands). In addition, data for special education and related services provided under IDEA, Part B are presented for Bureau of Indian Affairs schools.
Section II of the report contains state-level performance data for the 50 states and the District of Columbia. These state profiles include number of school districts, public school enrollment, per-pupil expenditures and percentage of children living below the poverty level. For Part B, the profiles also report data for OSEP’s performance goals and graduation and dropout data. For Part C, the profiles include the lead agency for early intervention services and the number of infants and toddlers receiving early intervention services. The state profiles also identify states that provide early intervention services under Part C to infants and toddlers who are at risk of experiencing significant developmental delay if they do not receive early intervention services. Finally, the profiles show the percentage of infants and toddlers served under Part C over time.
Section III presents tables of states rank-ordered by their reported data for exiting, dropout, educational environments, early intervention services and early intervention settings. OSEP uses these tables as part of its monitoring activities. In addition to data from all of the entities mentioned for Section I, the rank-order tables include data for Marshall Islands, Micronesia and Palau.
When Congress reauthorized IDEA in December 2004, it amended the Education Sciences Reform Act of 2002 by adding a new Part E, which established the National Center for Special Education Research (NCSER) as part of the Institute of Education Sciences (IES). NCSER began operation on July 1, 2005.
Section IV of this report describes the 28 research projects funded by fiscal year (FY) 2006 grants made by NCSER under Part E.
This section describes the activities supported by IES with FY 2006 funds under the Studies and Evaluations program, established under Section 664 of the 2004 reauthorization of IDEA. The purpose of this program and the funded activities is to assess the implementation and effectiveness of key programs and activities supported under IDEA.
Vols. 2 and 3 of the 29th Annual Report to Congress consist of tables that were compiled from data provided by the states. Such data are required under the law. In fact, the collection and analysis of these data are the primary means by which OSEP monitors activities under IDEA, thereby helping to ensure the free and appropriate public education of all children with disabilities.
Data tables in vol. 2 cover a multitude of topics regarding states’ implementation of IDEA, Part B; data tables in vol. 3 cover a multitude of topics regarding states’ implementation of IDEA, Part C. In the analysis of data presented in vol. 1, there are frequent references to specific tables in vols. 2 and 3 as sources. In that sense, vols. 2 and 3 can be used as appendices to vol. 1. However, the tables in vols. 2 and 3 provide much more extensive data than are referenced in vol. 1. As such, they may be used by anyone interested in doing further analysis of state activities funded under IDEA.
The state-reported data tables in vols. 2 and 3 of the 29th Annual Report to Congress were developed using OSEP’s Data Analysis System. The latest data tables are posted on www.ideadata.org.