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

FY 1999 Annual Plan - Volume 1. Objective Performance Plans and Data Quality - February 27, 1998

Objective 2.4. Special populations receive appropriate services and assessments consistent with high standards.

Context: Students with special needs should benefit from the same high quality schooling as all students, plus extra supports to help them succeed. These children--who are a focus of key elementary and secondary education programs--may include students in high-poverty schools, students with limited-English proficiency or disabilities, migrant students, and homeless students. Federal support is critical to ensuring that these students are not left behind in the drive for higher standards.

Key strategies for FY 1999


Programs supporting this objective

Grants to states, districts and schools for direct services
  • Goals 2000 Grants to States
  • Title I Grants to Local Education Agencies
  • Comprehensive Reform Demonstration Program

Targeted grants to support special populations

  • Even Start
  • Title I Migrant Education
  • Title I Neglected or Delinquent
  • Education of Homeless Children and Youth
  • IDEA State Grants (Part B)
  • Indian Education
  • Bilingual Education
  • Adult Education
  • TRIO Higher Education Programs
  • Office for Civil Rights
Research and evaluation
  • National Education Research Institutes
  • IDEA: Research and Improvement
  • Statistics and Assessment

Programs in other agencies

  • Bureau of Indian Affairs (Interior)
  • Homeless Assistance Programs (HHS)
  • Migrant Assistance Programs (HHS and Labor)

Selected performance indicators and charts

The Department is monitoring this objective by examining progress by states, districts and schools in implementing effective strategies for teaching students with special needs, and tracking the results. Outcomes are measured by examining trends in the achievement of students in high-poverty schools compared to overall national achievement.

Students in high-poverty schools will show continuous improvement in achieving proficiency levels compared to those for the nation. (Goal 1, indicator 2)

Indicator background and context. Poverty has a substantial impact on student achievement, as illustrated by the performance of fourth graders on the NAEP assessment in reading and mathematics. In 1994, fourth graders in high poverty schools scored considerably below the national average, with only 26 percent able to score at or above NAEP's basic level. While scores were closer on math, poverty school students still scored much lower. The goal is to bring the scores closer to that for all schools.

Data source. Educational Testing Service. Special analysis of NAEP, 1997-98; U.S. Department of Education. NAEP 1994 Reading A First Look: Findings from the National Assessment of Educational Progress, and NAEP, 1996: Mathematics Report Card for the Nation and the States.

Students in high-poverty schools will show continuous improvement in achieving proficiency levels compared to those for the nation. (Goal 1, indicator 2)

Indicator background and context. By the year 2001, Title I of ESEA requires that states establish accountability systems that track the progress of students from special populations (e.g., limited English proficient), and report progress to parents and local communities. Therefore, progress of states in reporting assessment data for at-risk students will be tracked annually.

Data source. Council of Chief State School Officers. State Education Indicators with a Focus on Title I, 1997.

Verification/validation of performance measures: Independent program evaluations by the Planning and Evaluation Service will validate State-reported program information. The rigorously designed National Assessment of Education Progress will provide an independent benchmark on State-reported student outcomes for at-risk populations. The Congressionally mandated Independent Review Panel, is reviewing all surveys and results for quality.


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