Section I.

The National Picture

Infants and Toddlers Served Under IDEA, Part C

Trends in Numbers and Percentages of Infants and Toddlers Served

How many infants and toddlers receive early intervention services?

Table 1-1. Number of infants and toddlers receiving early intervention
services under IDEA, Part C, and the percentage of population served:
Fall 1994 through fall 2002

  --------------- --------------- --------------- ----------------- -----------------
  Year            Total served                    Birth-through-2   Percentage
                  under Part C                    population in the \[Percentage of
                  (birth through                  50 states and DC  population is
                  2)                                                calculated by
                                                                    dividing the
                                                                    number served
                                                                    under IDEA, Part
                                                                    C by the general
                                                                    U.S. population
                                                                    estimates for
                                                                    children in this
                                                                    age range for
                                                                    that year.\] of
                                                                    birth-through-2
                                                                    population
                                                                    receiving
                                                                    services under
                                                                    Part C in the 50
                                                                    states and DC

                  For the 50      For the 50                        
                  states, DC,     states and DC                     
                  Puerto Rico and only                              
                  the four                                          
                  outlying areas                                    

  1994 \[Prior to 165,351         160,889         11,704,510        1.4
  1994, Part C                                                      
  data were                                                         
  collected                                                         
  differently                                                       
  and, thus, are                                                    
  not                                                               
  comparable.\]                                                     

  1995            177,281         172,234         11,570,316        1.5

  1996            186,527         181,504         11,382,432        1.6

  1997            196,337         192,469         11,364,028        1.7

  1998            187,355         184,362         11,273,933        1.6

  1999            206,108         202,718         11,334,677        1.8

  2000            232,810         229,150         11,485,257        2.0

  2001            245,775         242,255         11,711,409        2.1

  2002            268,331         265,145         11,950,413        2.2
  --------------- --------------- --------------- ----------------- -----------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 6-1, 6-3 and C-2 in vol.
2. Population data for 1994 through 1999 are July estimates as of the
date of the first release. These data are based on the 1990 Decennial
Census. For 2000 through 2002, population data are July 1 estimates,
released October 2003. These data are based on the 2000 Decennial
Census. The population estimates are from the Population Estimates
Program, U.S. Census Bureau, Population Division.

On December 1, 2002, 268,331 children ages birth through 2 received
early intervention services under IDEA, Part C. Of these, 265,145
received services in the 50 states and the District of Columbia; this
number represents 2.2 percent of the birth-through-2 population in the
50 states and the District of Columbia.

Between 1994 and 2002, the total number of children served under IDEA,
Part C has increased steadily (with the exception of one year) from
165,351 to 268,331─an increase of 62.3 percent. The apparent decline in
the number of children served in 1998 was the result of a data reporting
problem in one state that year.

What percentage of the birth-through-2 population is served under IDEA,
Part C?

In the 50 states and the District of Columbia, the percentage of the
birth-through-2 population receiving early intervention services under
Part C increased steadily between 1994 and 2002, with the exception of
one year (see note above about the one-year decline in 1998). On
December 1, 1994, Part C served 1.4 percent of children ages birth
through 2. By 2002, this percentage was up to 2.2 percent, a 57 percent
increase.

In 2002, 24 of the 50 states and the District of Columbia served at
least 2.2 percent of their jurisdiction's birth-through-2 population
under IDEA, Part C (see table 6-1 in vol. 2).

What is the distribution of ages for the children receiving early
intervention services under IDEA, Part C?

Figure 1-1. Number and age distribution of infants and toddlers served
under IDEA, Part C, by age: Fall 1994 \[Prior to 1994, Part C data were
collected differently and are, thus, not comparable.\] through fall 2002

  -------------------------------- --------------------------------------
  Year                             Infants and toddlers served

  0 to \<12 months                 

  1994                             29,617

  1995                             29,786

  1996                             31,496

  1997                             34,375

  1998                             34,375

  1999                             35,793

  2000                             35,793

  2001                             38,338

  2002                             41,469

  ≥12 and \<24 months              

  1994                             55,284

  1995                             59,185

  1996                             60,233

  1997                             62,699

  1998                             60,558

  1999                             67,026

  2000                             74,256

  2001                             78,190

  2002                             84,105

  ≥24 and \<36 months              

  1994                             80,450

  1995                             88,310

  1996                             94,798

  1997                             99,263

  1998                             95,708

  1999                             103,289

  2000                             121,984

  2001                             129,247

  2002                             142,757

  0 to \<36 months                 

  1994                             160,889

  1995                             172,234

  1996                             181,504

  1997                             192,469

  1998                             187,355

  1999                             202,718

  2000                             229,150

  2001                             242,255

  2002                             265,145
  -------------------------------- --------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-3 in vol. 2. Data are for
the 50 states, DC, Puerto Rico and the four outlying areas.

According to DANS data, in 2002, 53.2 percent of the children receiving
early intervention services under Part C were 2 years old. The next
largest age group served under Part C was 1-year-olds, who comprised
31.3 percent of the children served under Part C. Infants under age 1
year comprised 15.5 percent of Part C.

Over time, has the age distribution of children receiving services under
IDEA, Part C changed?

Since 1994, the number of children served under IDEA, Part C increased
for all age groups. However, the largest increase was for 2-year-olds.
The number of 2-year-olds served increased from 80,450 in 1994 to
142,757 in 2002─an increase of 77.5 percent. Birth through 1-year-olds
increased 40.0 percent, and 1- to 2-year-olds increased 52.1 percent.

In all years, 2-year-olds were the largest age group of children
receiving early intervention services (48.7 percent of the total in 1994
and 53.2 percent of the total in 2002). Birth up to 1‑year-olds were
17.9 percent in 1994 and 15.5 percent in 2002. One-year-olds were 33.4
percent in 1994 and 31.3 percent in 2002.

For each racial/ethnic group, how does the proportion of infants and
toddlers served under IDEA, Part C compare to the proportion of all
other infants and toddlers combined?

Risk ratios compare the proportion of a particular racial/ethnic group
served under IDEA, Part C to the proportion of all other racial/ethnic
groups combined. A risk ratio of 1.0 indicates no difference between the
racial/ethnic groups.

Table 1-2. Risk ratios for infants and toddlers ages birth through 2
served under IDEA, Part C, by race/ethnicity: Fall 2002

  ----------------------- --------------- ------------- --------------- --------------- ---------------
  Race/ethnicity          Child count     U.S.          Risk index      Risk index for  Risk ratio
                          \[Child count   population,   \[Risk index    all other       \[Risk ratios
                          is the number   birth through was calculated  \[Risk index    were calculated
                          of children     2 \[Data are  by dividing the for all other   by dividing the
                          with            for the 50    child count for was calculated  risk index for
                          disabilities in states and    the             by dividing the the
                          the             the District  racial/ethnic   child count for racial/ethnic
                          racial/ethnic   of            group by the    all the other   group by the
                          group, ages     Columbia.\]   total number of racial/ethnic   risk index for
                          birth through                 children in the groups combined all other
                          2. Data are for               racial/ethnic   by the total    racial/ethnic
                          the 50 states                 group in the    number of       groups
                          and the                       U.S.            children in the combined.\] vs.
                          District of                   population,     other           all other
                          Columbia.\]                   ages birth      racial/ethnic   children
                                                        through 2.\]    groups in the   
                                                                        U.S.            
                                                                        population,     
                                                                        ages birth      
                                                                        through 2.\]    

  American Indian/Alaska  2,533           106,129       2.39            2.22            1.08
  Native                                                                                

  Asian/Pacific Islander  11,796          509,374       2.32            2.21            1.05

  Black (not Hispanic)    40,053          1,811,473     2.21            2.22            1.00

  Hispanic                50,206          2,456,482     2.04            2.26            0.90

  White (not Hispanic)    160,305         7,066,955     2.27            2.14            1.06

  Race/ethnicity total    264,893         11,950,413    2.22                            N/A
  \[The number of                                                                       
  children reported by                                                                  
  race/ethnicity does not                                                               
  match the total child                                                                 
  count because                                                                         
  race/ethnicity data are                                                               
  missing for some                                                                      
  children.\]                                                                           
  ----------------------- --------------- ------------- --------------- --------------- ---------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables C-6 and 6-8 in vol. 2.
These data are for the 50 states and the District of Columbia.
Population data are July 1 estimates for 2002, based on the 2000
Decennial Census. The estimates were released by the Population
Estimates Program, U.S. Census Bureau, Population Division in October
2003.

The risk ratios for all racial/ethnic groups are clustered around 1.0.
Children in all racial/ethnic groups were about equally as likely to be
receiving early intervention services.

The Primary Service Setting of Children with Disabilities Served Under
IDEA, Part C

What is the primary service setting in which infants and toddlers with
disabilities received early intervention services?

Figure 1-2. Percentage of infants and toddlers with disabilities served
in different early intervention settings: Fall 1996 and fall 2001

  -------------------------------------------------------- --------------
  Year                                                     Percent

  1996                                                     

  Home                                                     56.0

  Service provider location \[Service provider location    14.0
  includes an office, clinic or hospital where the infant  
  or toddler comes for short periods of time (e.g., 45     
  minutes) to receive early intervention services. These   
  services may be delivered individually or to a small     
  group of children.\]                                     

  Other \[In 1996, the category "other" included programs  7.5
  designed for typically developing children (2.7          
  percent), residential facility (0.1 percent), hospital   
  (0.8 percent), family child care (0.6 percent) and other 
  (3.3 percent).\]                                         

  Program designed for children with developmental delays  22.5
  or disabilities \[Program designed for children with     
  developmental delays or disabilities refers to an        
  organized program of at least one hour in duration       
  provided on a regular basis. The program is usually      
  directed toward the facilitation of one or more          
  developmental areas. Examples include early intervention 
  classrooms/centers and developmental child care          
  programs.\]                                              

  2001                                                     

  Home                                                     77.6

  Service provider location                                7.7

  Other \[In 2001, the category "other" included the       6.3
  settings program designed for typically developing       
  children (4.2 percent), residential facility (0.1        
  percent), hospital (0.4 percent) and other (1.6          
  percent). Family childcare was not a service setting     
  category in 2001 and therefore does not appear in the    
  2001 graph.\]                                            

  Program designed for children with developmental delays  8.5
  or disabilities                                          
  -------------------------------------------------------- --------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-4 in vol. 2. Data are for
the 50 states, DC, Puerto Rico and the four outlying areas.

Between 1996 and 2001, the percentage of infants and toddlers served
primarily in the home increased from 56.0 percent to 77.6 percent. In
the same time period, the percentage of infants and toddlers served
primarily in programs for children with developmental delays or
disabilities decreased from 22.5 percent to 8.5 percent. The percentage
of infants and toddlers served primarily in a service provider location
decreased from 14.0 percent to 7.7 percent.

Overall, 82 percent of infants and toddlers received their early
intervention services primarily in the home or in programs designed for
typically developing children. Thirty-two states and outlying areas met
or exceeded this national figure (table 3-13 in vol. 1, Natural
Environments).

Infants and Toddlers Exiting Part C of IDEA

What is the Part B eligibility status of children exiting Part C at age
3?

Figure 1-3. Percentage of children transitioning from IDEA, Part C, at
age 3, by Part B eligibility status: 2001-02 \[Does not include children
who exit Part C before age 3.\], \[This is a cumulative 12-month
count.\]

  ------------------------------------------------------- ---------------
  Not eligible for Part B, exit to other programs         9.1

  Not eligible for Part B, exit with no referrals         8.9

  Part B, eligibility not determined                      16.0

  Part B eligible                                         66.0
  ------------------------------------------------------- ---------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-5 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

About two-thirds of Part C infants and toddlers were eligible for Part B
services when they turned age 3 (66 percent). Some children exited Part
C at age 3 without determination of their eligibility by those
responsible for making determinations under Part B (16 percent). Four
states had exceptionally high levels of children for whom eligibility
for Part B services had not been determined when the children exited the
Part C program at age 3---Illinois (35.6 percent), Kentucky (45.3
percent), New York (26.2 percent) and Texas (23.4 percent). These four
states represented 65.2 percent of the total number of children in the
United States for whom eligibility had not been determined. Children
ineligible for Part B services either exited with a referral to another
program (9.1 percent) or left with no referral to another program (8.9
percent) (see table 6-8 in vol. 2).

Why do children under the age of 3 exit Part C?

Figure 1-4. Percentage of children exiting Part C of IDEA before age 3,
by reason: 2001-02 \[This is a cumulative 12-month count.\]

  ------------------------------------------------------------ ----------
  Completion of individualized family service plan (IFSP)      38.6

  Withdrawal by parent                                         28.6

  Attempts to contact unsuccessful                             19.7

  Deceased                                                     2.6

  Moved out of state                                           10.5
  ------------------------------------------------------------ ----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-5 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

The largest group of infants and toddlers exiting Part C prior to age 3
(30,986) exited because they completed their IFSP and were no longer
eligible for Part C services (38.6 percent). The next largest group
(21,613) exiting Part C were withdrawn from Part C by their parents
(28.6 percent).

Do children in different racial/ethnic groups exit Part C with different
Part B eligibility statuses?

Figure 1-5. Children transitioning from Part C of IDEA at age 3, by Part
B eligibility status and race/ethnicity: 2001-02 \[As a result of a
data-reporting anomaly, these data exclude New York.\],

\[This is a cumulative 12-month count.\]

  ------------------------------------------------------- ---------------
  Race/ethnicity                                          Percent

  Part B eligible                                         

  American Indian/Alaska Native                           69.2

  Asian/Pacific Islander                                  63.2

  Black (not Hispanic)                                    60.7

  Hispanic                                                68.5

  White (not Hispanic)                                    67.8

  Not eligible for Part B, exit to other programs         

  American Indian/Alaska Native                           15.3

  Asian/Pacific Islander                                  17.0

  Black (not Hispanic)                                    11.1

  Hispanic                                                10.9

  White (not Hispanic)                                    9.3

  Not eligible for Part B, exit with no referrals         

  American Indian/Alaska Native                           5.8

  Asian/Pacific Islander                                  10.7

  Black (not Hispanic)                                    10.8

  Hispanic                                                6.2

  White (not Hispanic)                                    10.5

  Part B eligibility not determined                       

  American Indian/Alaska Native                           9.7

  Asian/Pacific Islander                                  9.1

  Black (not Hispanic)                                    17.4

  Hispanic                                                14.5

  White (not Hispanic)                                    12.4
  ------------------------------------------------------- ---------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-12 in vol. 2. These data
are for 49 states, DC, Puerto Rico and the four outlying areas.

Regardless of race/ethnicity, more than 60 percent children exiting Part
C at age 3 were eligible for Part B services.

Black children were more likely than other racial/ethnic groups to have
their Part B eligibility undetermined (17.4 percent).

Figure 1-6. Percentage of children exiting Part C of IDEA before age 3,
by reason and race/ethnicity: 2001-02 \[As a result of a data-reporting
anomaly, these data exclude New York.\],

\[This is a cumulative 12-month count.\]

  ------------------------------------------------------- ---------------
  Race/ethnicity                                          Percent

  Completion of IFSP                                      

  American Indian/Alaska Native                           22.4

  Asian/Pacific Islander                                  32.4

  Black (not Hispanic)                                    33.3

  Hispanic                                                33.0

  White (not Hispanic)                                    42.5

  Withdrawal by parent                                    

  American Indian/Alaska Native                           32.6

  Asian/Pacific Islander                                  37.6

  Black (not Hispanic)                                    28.5

  Hispanic                                                26.7

  White (not Hispanic)                                    28.5

  Attempts to contact unsuccessful                        

  American Indian/Alaska Native                           26.4

  Asian/Pacific Islander                                  15.3

  Black (not Hispanic)                                    26.6

  Hispanic                                                27.2

  White (not Hispanic)                                    15.8

  Moved out of state                                      

  American Indian/Alaska Native                           14.9

  Asian/Pacific Islander                                  11.8

  Black (not Hispanic)                                    8.9

  Hispanic                                                9.6

  White (not Hispanic)                                    11.0

  Deceased                                                

  American Indian/Alaska Native                           3.7

  Asian/Pacific Islander                                  2.8

  Black (not Hispanic)                                    2.8

  Hispanic                                                3.5

  White (not Hispanic)                                    2.2
  ------------------------------------------------------- ---------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 6-12 in vol. 2. These data
are for 49 states, DC, Puerto Rico and the four outlying areas.

White children were more likely than children of other racial/ethnic
groups to complete their IFSP prior to age 3 (42.5 percent). American
Indian/Alaska Native children were the least likely to complete their
IFSP prior to age 3 (22.4 percent).

Asian/Pacific Islander children were more likely than children of other
racial/ethnic groups to be withdrawn from Part C services by their
parents (37.6 percent).

Early intervention programs were least likely to lose contact (i.e.,
attempts to contact unsuccessful or moved out of state) with
Asian/Pacific Islander (27.1 percent) and white children (26.8 percent).

Health of Infants and Toddlers Served

What is the health status of children receiving early intervention
services?

Figure 1-7. Health status of children entering early intervention
compared to the general population: 1998

  --------------------------------------------------------- -------------
  Health status \[The NEILS Parent Survey asked parents to  Percent
  rate the child's health compared to other children's      
  (Excellent, Very Good, Good, Fair, Poor) at entry to      
  early intervention. NHIS used this same rating system.\]  

  Children in early intervention                            

  Poor                                                      4

  Fair                                                      12

  Good                                                      23

  Very good                                                 25

  Excellent                                                 36

  Children ages 0-4 in U.S., 1997                           

  Poor                                                      0.3

  Fair                                                      2

  Good                                                      14

  Very good                                                 27

  Excellent                                                 57
  --------------------------------------------------------- -------------

Sources: NEILS Parent Survey, 2002. NEILS findings are based on a
nationally representative sample of 3,338 children who entered early
intervention for the first time between September 1997 and November
1998; Bloom, B., and Tonthat, L. (2002). Summary health statistics for
U.S. children: National Health Interview Survey, 1997. Vital and Health
Statistics, 10 (203). Hyattsville, MD: National Center for Health
Statistics.

At entry to early intervention, infants and toddlers receiving Part C
services were in poorer health than children in the general population.
Parents reported 16 percent of children receiving early intervention to
be in poor or fair health compared to just over 2 percent of the general
population.

Figure 1-8. Health ratings of children receiving early intervention at
entry and 36 months: 2000

  ---------------------------------------------- ------------------------
  Rating                                         Percent

  Excellent/very good                            

  Entry                                          62

  36 months                                      65

  Good                                           

  Entry                                          23

  36 months                                      23

  Fair/poor                                      

  Entry                                          16

  36 months                                      13
  ---------------------------------------------- ------------------------

Source: NEILS Parent Survey, 2002. NEILS findings are based on a
nationally representative sample of 3,338 children who entered early
intervention for the first time between September 1997 and November
1998. Data for children at 36 months were collected between 1998 and
2000.

The proportion of early intervention recipients in fair or poor health
when the children reached 36 months of age was similar to the proportion
at entry: 16 percent at entry to early intervention services, compared
to 13 percent at 36 months. While the percentages remain approximately
the same, they do not necessarily represent the same children (see
figure 1-9).

According to the NEILS data and controlling for other factors, in
general, the children in poorest health at 36 months of age were in poor
health at entry, were from a racial/ethnic minority, had entered early
intervention prior to 24 months of age, had a poor birth history (i.e.,
low birth weight, premature, hospitalized after birth), were from
single-parent homes, were from households with limited incomes and were
without health insurance.

Figure 1-9. Change in health status of children receiving early
intervention: 2002

  ------------------------------------------------------ ----------------
                                                         Percent

  Change, improved                                       32

  No change, health other than excellent                 21

  Change, declined                                       24

  No change, excellent health                            23
  ------------------------------------------------------ ----------------

Source: NEILS Parent Survey, 2002.

Displayed results were collected from 3,338 respondents (N).

The health status of 24 percent of the children who received early
intervention declined between when they began early intervention and
their third birthday. The NEILS data also showed that these children
were most likely to be minority, to have begun early intervention at
younger ages, to have mothers with low levels of education and to live
in households with limited family income.

The health status of 32 percent of the children improved between when
they entered early intervention and when they reached their third
birthday, compared with 24 percent of those whose health declined
between entering early intervention and reaching their third birthday.
The parent data showed that the only significant predictor of health
improvement was mother's education. Children with the most highly
educated mothers were most likely to experience improved health.

Children Ages 3 Through 5 Served Under IDEA, Part B

Trends in the Numbers and Percentages of 3- Through 5-Year-Olds

How many children ages 3 through 5 are receiving special education and
related services?

In 2002, Part B served 647,420 children ages 3 through 5.

Figure 1-10. Children ages 3 through 5 receiving special education and
related services, by age: Fall 1992 through fall 2002 \[Children served
under Chapter 1 of ESEA (State-operated Programs) are included only in
the total counts for 1992 and 1993. Beginning in 1994, all children and
youth with disabilities were served under IDEA, Parts B and C. Data for
2000 were revised since the 24th Annual Report to Congress on the
Implementation of IDEA. Twelve states revised their child count for
2000. These data are for the 50 states, DC, Puerto Rico and the four
outlying areas.\]

  ------------------------------------------ ----------------------------
  Year                                       Number

  Age 3                                      

  1992                                       88,349

  1993                                       97,690

  1994                                       104,329

  1995                                       113,257

  1996                                       112,003

  1997                                       115,131

  1998                                       117,900

  1999                                       122,238

  2000                                       132,063

  2001                                       136,236

  2002                                       140,542

  Age 4                                      

  1992                                       151,627

  1993                                       167,301

  1994                                       179,142

  1995                                       184,758

  1996                                       193,654

  1997                                       197,758

  1998                                       199,878

  1999                                       205,264

  2000                                       215,868

  2001                                       233,109

  2002                                       246,751

  Age 5                                      

  1992                                       215,449

  1993                                       226,672

  1994                                       239,228

  1995                                       250,573

  1996                                       251,406

  1997                                       257,423

  1998                                       255,862

  1999                                       261,620

  2000                                       252,642

  2001                                       250,406

  2002                                       260,127

  Ages 3 through 5                           

  1992                                       455,425

  1993                                       491,663

  1994                                       522,699

  1995                                       548,588

  1996                                       557,063

  1997                                       570,312

  1998                                       573,640

  1999                                       589,122

  2000                                       600,573

  2001                                       619,751

  2002                                       647,420
  ------------------------------------------ ----------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 1-8 and 1-9 in vol. 2.
These data are for the 50 states, DC, Puerto Rico and the four outlying
areas.

What is the age distribution of the 3- through 5-year-olds served under
IDEA, Part B?

Of the total number of children ages 3 through 5 served under Part B in
2002, 21.7 percent (140,542) were 3-year-olds, 38.1 percent (246,751)
were 4-year-olds, and 40.2 percent (260,127) were 5-year-olds (see table
1-8 in vol. 2).

For each racial/ethnic group, how does the proportion of children ages 3
through 5 receiving special education and related services compare to
the proportion of all other children ages 3 through 5 combined?

Table 1-3. Risk ratios for children ages 3 through 5 receiving special
education and related services, by race/ethnicity: Fall 2002

  -------------------- --------------- ------------- --------------- --------------- ---------------
  Race/ethnicity       Child count     U.S.          Risk index      Risk index for  Risk ratio
                       \[Child count   population,   \[Risk index    all other       \[Risk ratios
                       is the number   ages 3        was calculated  \[Risk index    were calculated
                       of students     through 5     by dividing the for all other   by dividing the
                       with            \[Data are    child count for was calculated  risk index for
                       disabilities in for the 50    the             by dividing the the
                       the             states and    racial/ethnic   child count for racial/ethnic
                       racial/ethnic   the District  group by the    all the other   group by the
                       group, ages 3   of            total number of racial/ethnic   risk index for
                       through 5. Data Columbia.\]   children in the groups combined all other
                       are for the 50                racial/ethnic   by the total    racial/ethnic
                       states and the                group in the    number of       groups
                       District of                   U.S.            children in all combined. A
                       Columbia.\]                   population,     the other       risk ratio of
                                                     ages 3 through  racial/ethnic   1.0 indicates
                                                     5.\]            groups in the   no difference
                                                                     U.S.            between the
                                                                     population,     racial/ethnic
                                                                     ages 3 through  groups.\]
                                                                     5.\]            

  American             8,002           107,952       7.41            5.54            1.34
  Indian/Alaska Native                                                               

  Asian/Pacific        15,011          465,779       3.22            5.65            0.57
  Islander                                                                           

  Black (not Hispanic) 97,808          1,701,345     5.75            5.52            1.04

  Hispanic             91,534          2,244,420     4.08            5.91            0.69

  White (not Hispanic) 425,970         6,971,364     6.11            4.70            1.30

  Race/ethnicity total 638,325         11,490,860    5.56            5.54            N/A
  \[The number of                                                                    
  children reported by                                                               
  race/ethnicity does                                                                
  not match the total                                                                
  child count because                                                                
  race/ethnicity data                                                                
  are missing for some                                                               
  children.\]                                                                        
  -------------------- --------------- ------------- --------------- --------------- ---------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 1-15 and C-7 in vol. 2.
These data are for the 50 states and the District of Columbia.
Population data are July 1 estimates for 2002, based on the 2000
Decennial Census. The estimates were released by the Population
Estimates Program, U.S. Census Bureau, Population Division in October
2003.

In 2002, American Indian/Alaska Native and white children were both 1.3
times more likely to be served under Part B than all other racial/ethnic
groups combined.

Black children, with a risk ratio of 1.0, were just as likely to be
served under Part B as all other racial/ethnic groups combined.

Asian/Pacific Islander and Hispanic children were less likely to be
served under Part B than all other racial/ethnic groups combined (0.6
and 0.7, respectively).

Educational Environments for Children Ages 3 Through 5

In what educational environments are children ages 3 through 5 receiving
special education and related services?

Figure 1-11. Percentage of children ages 3 through 5 receiving special
education and related services, by educational environment: Fall 2002

  -------------------------------------------------------- --------------
  Early childhood special education \[Early childhood      32.0
  special education includes children who received all of  
  their special education and related services in          
  educational programs designed primarily for children     
  with disabilities housed in regular school buildings or  
  other community-based settings. These children received  
  no special education or related services in early        
  childhood or other settings. This includes children      
  receiving special education and related services in      
  special education classrooms in regular school           
  buildings, special education classrooms in child care    
  facilities, hospital facilities on an outpatient basis   
  or other community-based settings and special education  
  classrooms in trailers or portables outside regular      
  school buildings.\]                                      

  Residential facility                                     0.1

  Separate school                                          3.0

  Itinerant service outside the home \[Preschoolers who    10.0
  received all of their special education and related      
  services at a school, hospital facility on an outpatient 
  basis or other location for a short period of time       
  (i.e., no more than three hours per week).\]             

  Reverse mainstream \[Reverse mainstream is an optional   1.3
  reporting category. It includes children who received    
  all of their special education and related services in   
  educational programs designed primarily for children     
  with disabilities but that include 50 percent or more    
  children without disabilities.\]                         

  Home                                                     3.1

  Early childhood \[Early childhood includes children who  35.4
  received all of their special education and related      
  services in educational programs designed primarily for  
  children without disabilities. These children received   
  no special education or related services in separate     
  special education settings. This includes children       
  receiving special education and related services in      
  regular kindergarten classes, public or private          
  preschools, Head Start Centers, child care facilities,   
  preschool classes offered to an eligible prekindergarten 
  population by the public school system, home/early       
  childhood combinations, home/Head Start combinations and 
  other combinations of early childhood settings.\]        

  Part-time early childhood/part-time early childhood      15.1
  special education                                        
  -------------------------------------------------------- --------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-1 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

In 2002, more than one-third of all children ages 3 through 5 with
disabilities received special education and related services in early
childhood environments (35.4 percent).

Around a third of all children ages 3 through 5 with disabilities
received special education and related services in early childhood
special education environments (32.0 percent).

About 14 percent of children ages 3 through 5 with disabilities received
special education and related services in residential facilities,
separate schools, itinerant services outside the home or reverse
mainstream environments.

Only 3.1 percent of children ages 3 through 5 with disabilities received
special education and related services in home environments.

How do children ages 3 through 5 receiving special education and related
services in each educational environment vary by race/ethnicity?

Figure 1-12. Percentage of children ages 3 through 5 receiving special
education and related services in each environment, by race/ethnicity:
Fall 2002

  --------------------------------------------------------- -------------
  Race/ethnicity                                            Percent

  Early childhood                                           

  American Indian/Alaska Native                             49.0

  Asian/Pacific Islander                                    28.1

  Black (not Hispanic)                                      35.1

  Hispanic                                                  33.9

  White (not Hispanic)                                      35.8

  Early childhood special education                         

  American Indian/Alaska Native                             26.4

  Asian/Pacific Islander                                    44.7

  Black (not Hispanic)                                      32.1

  Hispanic                                                  35.0

  White (not Hispanic)                                      31.0

  Home                                                      

  American Indian/Alaska Native                             2.2

  Asian/Pacific Islander                                    2.8

  Black (not Hispanic)                                      2.0

  Hispanic                                                  1.5

  White (not Hispanic)                                      3.7

  Part-time early childhood/part-time early childhood       
  special education                                         

  American Indian/Alaska Native                             13.8

  Asian/Pacific Islander                                    13.7

  Black (not Hispanic)                                      16.1

  Hispanic                                                  14.9

  White (not Hispanic)                                      15.0

  Other \[Other includes residential facilities, separate   
  schools, itinerant service outside the home and reverse   
  mainstream preschool educational environments.\]          

  American Indian/Alaska Native                             8.7

  Asian/Pacific Islander                                    10.7

  Black (not Hispanic)                                      14.6

  Hispanic                                                  14.7

  White (not Hispanic)                                      14.5
  --------------------------------------------------------- -------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-9 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

In 2002, the early childhood environment was the most common environment
for receiving special education and related services for American
Indian/Alaska Native (49.0 percent), black (35.1 percent) or white (35.8
percent) children.

The early childhood special education environment was the most common
environment for receiving special education and related services for
Asian/Pacific Islander (44.7 percent) and Hispanic (35.0 percent)
children.

White children were more likely to receive special education and related
services in the home than any other racial/ethnic group (3.7 percent).

Students Ages 6 Through 21 Served Under IDEA, Part B

Trends in the Numbers and Percentages of Students Ages 6 Through 21
Served Under IDEA, Part B

What is the age distribution of the students receiving special education
and related services under IDEA, Part B?

Figure 1-13. Number and percentage of students ages 6 through 21
receiving special education and related services under IDEA, Part B, by
age group: Fall 2002

+----------------------------------+-----------------------------------+
| 6 through 11                     | 2,759,522                         |
|                                  |                                   |
|                                  | 46.3                              |
+----------------------------------+-----------------------------------+
| 12 through 17                    | 2,904,282                         |
|                                  |                                   |
|                                  | 48.7                              |
+----------------------------------+-----------------------------------+
| 18 through 21                    | 295,478                           |
|                                  |                                   |
|                                  | 5.0                               |
+----------------------------------+-----------------------------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-1 in vol. 2. These data
are for the 50 states, DC, Puerto Rico, BIA schools and the four
outlying areas.

In 2002, 46.3 percent of students receiving special education and
related services under Part B were ages 6 through 11, 48.7 percent were
ages 12 through 17 and 5.0 percent were ages 18 through 21.

For what disabilities are students ages 6 through 21 receiving special
education and related services?

Figure 1-14. Disability distribution for students ages 6 through 21
served under IDEA, Part B: Fall 2002

  --------------------------------------------------------- -------------
  Specific learning disabilities                            48.3

  Speech or language impairments                            18.7

  Mental retardation                                        9.9

  Serious emotional disturbance                             8.1

  Other health impairments                                  6.6

  Other disabilities \["Other disabilities" includes        8.4
  multiple disabilities (2.2 percent), hearing impairments  
  (1.2 percent), orthopedic impairments (1.2 percent),      
  visual impairments (0.4 percent), autism (2.0 percent),   
  deaf-blindness (0.03 percent), traumatic brain injury     
  (0.4 percent) and developmental delay (1.0 percent).\]    
  --------------------------------------------------------- -------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-3 in vol. 2. These data
are for the 50 states, DC, Puerto Rico, BIA schools and the four
outlying areas.

In 2002, the largest disability category was specific learning
disabilities (48.3 percent). The next most common disability category
was speech or language impairments (18.7 percent) followed by mental
retardation (9.9 percent), serious emotional disturbance (8.1 percent)
and other health impairments (6.6 percent).

Has the percentage of the population with a particular disability
changed over time?

For a few disability categories, the relative percentage of the general
population receiving special education and related services increased
between 1992 and 2002. These categories are specific learning
disabilities (4.1 percent vs. 4.3 percent), other health impairments
(0.1 percent vs. 0.6 percent) and autism (0.03 percent vs. 0.2 percent)
(see figures 1-15, 1-16 and 1-17).

Figure 1-15. Percentage \[Percentage of population is calculated by
dividing the number of students with specific learning disabilities by
the general U.S. population estimates for children in this age range for
that year.\] of the population receiving special education and related
services because of specific learning disabilities, by age group: Fall
1992 through fall 2002

  ----------------------------------------- -----------------------------
  Year                                      Percent

  6 through 21                              

  1992                                      4.1

  1993                                      4.1

  1994                                      4.2

  1995                                      4.3

  1996                                      4.3

  1997                                      4.4

  1998                                      4.4

  1999                                      4.4

  2000                                      4.4

  2001                                      4.3

  2002                                      4.3

  6 through 11                              

  1992                                      4.5

  1993                                      4.5

  1994                                      4.6

  1995                                      4.6

  1996                                      4.6

  1997                                      4.6

  1998                                      4.5

  1999                                      4.4

  2000                                      4.3

  2001                                      4.1

  2002                                      4.0

  12 through 17                             

  1992                                      5.9

  1993                                      6.0

  1994                                      6.0

  1995                                      6.1

  1996                                      6.2

  1997                                      6.3

  1998                                      6.5

  1999                                      6.6

  2000                                      6.8

  2001                                      6.9

  2002                                      6.9

  18 through 21                             

  1992                                      0.8

  1993                                      0.8

  1994                                      0.8

  1995                                      0.9

  1996                                      0.9

  1997                                      0.9

  1998                                      0.9

  1999                                      0.9

  2000                                      0.8

  2001                                      0.8

  2002                                      0.9
  ----------------------------------------- -----------------------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-9 in vol. 2. These data
are for the 50 states and the District of Columbia. Population data for
1993 through 1999, accessed April 2004 from
census.gov/popest/archives/EST90INTERCENSAL/STCH-INCEN1993.txt through
STCH-1CEN1999.txt. For 2000 through 2002, population data are July 1
estimates, released October 2003. These data are based on the 2000
Decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

Since 1992, the percentage of students ages 12 through 17 receiving
special education and related services for specific learning
disabilities increased from 6.0 percent to 6.9 percent.

During this same period, the percentage of students ages 6 through 11
receiving special education and related services for specific learning
disabilities decreased from 4.5 percent to 4.0 percent. It is likely
that the decrease since 1997 is attributable to the fact that the
category "developmental delay" was added for children ages 3 through 9
in 1998. Prior to that time, these children may have been reported as
having specific learning disabilities.

Figure 1-16. Percentage \[Percentage of population is calculated by
dividing the number of students with other health impairments by the
general U.S. population estimates for children in this age range for
that year.\] of the population receiving special education and related
services because of other health impairments, by age group: Fall 1992
through fall 2002

  ----------------------------------------- -----------------------------
  Year                                      Percent

  6 through 21                              

  1992                                      0.11

  1993                                      0.14

  1994                                      0.18

  1995                                      0.22

  1996                                      0.26

  1997                                      0.30

  1998                                      0.35

  1999                                      0.39

  2000                                      0.45

  2001                                      0.52

  2002                                      0.59

  6 through 11                              

  1992                                      0.15

  1993                                      0.19

  1994                                      0.25

  1995                                      0.31

  1996                                      0.36

  1997                                      0.40

  1998                                      0.45

  1999                                      0.50

  2000                                      0.56

  2001                                      0.63

  2002                                      0.70

  12 through 17                             

  1992                                      0.14

  1993                                      0.16

  1994                                      0.21

  1995                                      0.25

  1996                                      0.31

  1997                                      0.37

  1998                                      0.43

  1999                                      0.50

  2000                                      0.59

  2001                                      0.70

  2002                                      0.82

  18 through 21                             

  1992                                      0.02

  1993                                      0.03

  1994                                      0.03

  1995                                      0.03

  1996                                      0.04

  1997                                      0.04

  1998                                      0.05

  1999                                      0.05

  2000                                      0.06

  2001                                      0.07

  2002                                      0.08
  ----------------------------------------- -----------------------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-9 in vol. 2. These data
are for the 50 states and the District of Columbia. Population data for
1993 through 1999, accessed April 2004 from
census.gov/popest/archives/EST90INTERCENSAL/STCH-INCEN1993.txt through
STCH-1CEN1999.txt. For 2000 through 2002, population data are July 1
estimates, released October 2003. These data are based on the 2000
Decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

Less than 1 percent of the general population ages 6 through 21 receives
special education and related services because of other health
impairments; however, that percentage has steadily increased from 0.1
percent in 1992 to 0.6 percent in 2002.

Before 1998, a higher percentage of students ages 6 through 11 received
special education and related services because of other health
impairments than did the other age groups. Since 1999, a larger
percentage of students ages 12 through 17 have received special
education and related services because of other health impairments than
the percentage of students ages 6 through 11.

When asked to explain the increase in the other health impairments
category, states frequently report a heightened awareness of attention
deficit disorder (ADD) and attention deficit hyperactivity disorder
(ADHD), resulting in an increase in the identification rate. In
addition, two states (Michigan and Mississippi) began using the other
health impairments category for the first time in 2002. \[Note:
Individual states are contacted and asked to explain large year-to-year
increases in their data.\]

Figure 1-17. Percentage \[Percentage of population is calculated by
dividing the number of students with autism by the general U.S.
population estimates for children in this age range for that year.\] of
the population receiving special education and related services because
of autism, by age group: Fall 1992 through fall 2002

  ----------------------------------------- -----------------------------
  Year                                      Percent

  6 through 21                              

  1992                                      0.03

  1993                                      0.03

  1994                                      0.04

  1995                                      0.05

  1996                                      0.06

  1997                                      0.07

  1998                                      0.08

  1999                                      0.10

  2000                                      0.12

  2001                                      0.15

  2002                                      0.18

  6 through 11                              

  1992                                      0.04

  1993                                      0.05

  1994                                      0.06

  1995                                      0.08

  1996                                      0.09

  1997                                      0.11

  1998                                      0.14

  1999                                      0.17

  2000                                      0.21

  2001                                      0.26

  2002                                      0.30

  12 through 17                             

  1992                                      0.02

  1993                                      0.03

  1994                                      0.03

  1995                                      0.04

  1996                                      0.04

  1997                                      0.05

  1998                                      0.06

  1999                                      0.08

  2000                                      0.09

  2001                                      0.12

  2002                                      0.15

  18 through 21                             

  1992                                      0.01

  1993                                      0.01

  1994                                      0.02

  1995                                      0.02

  1996                                      0.02

  1997                                      0.02

  1998                                      0.02

  1999                                      0.02

  2000                                      0.03

  2001                                      0.03

  2002                                      0.04
  ----------------------------------------- -----------------------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-9 in vol. 2. These data
are for the 50 states and the District of Columbia. Population data for
1993 through 1999, accessed April 2004 from
census.gov/popest/archives/EST90INTERCENSAL/STCH-INCEN1993.txt through
STCH-1CEN1999.txt. For 2000 through 2002, population data are July 1
estimates, released October 2003. These data are based on the 2000
Decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

Less than 1 percent of the general population ages 6 through 21 receives
special education and related services for autism; however, that
percentage has steadily increased from 0.03 percent in 1992 to 0.18
percent in 2002.

The percentage of the population receiving special education and related
services because of autism increased for all age groups. The largest
increase was for the 6-through-11 age group (0.04 percent in 1992 and
0.3 percent in 2002).

When asked to explain the increase in the autism category, states
frequently report an increased awareness and diagnosis of autism and the
expansion of state definitions of autism to include other pervasive
developmental disorders (e.g., Asperger syndrome, Rett syndrome and
Childhood Disintegrative Disorder) (see the Part B Child Count Data
Notes).

Figure 1-18. Percentage \[Percentage of population is calculated by
dividing the number of students with developmental delay by the general
U.S. population estimates for children in this age range for that
year.\] of the population ages 6 through 9 receiving special education
and related services because of developmental delay \[Developmental
delay was added as an optional reporting category in 1997. This category
is only available for children under age 10.\]: Fall 1997 through fall
2002

  ----------------------------------------- -----------------------------
  Year                                      Percent

  6 through 9                               

  1997                                      0.02

  1998                                      0.07

  1999                                      0.11

  2000                                      0.17

  2001                                      0.28

  2002                                      0.36
  ----------------------------------------- -----------------------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 1-4 in vol. 2. These data
are for the 50 states and the District of Columbia. Population data for
1993 through 1999, accessed April 2004 from
census.gov/popest/archives/EST90INTERCENSAL/STCH-INCEN1993.txt through
STCH-1CEN1999.txt. For 2000 through 2002, population data are July 1
estimates, released October 2003. These data are based on the 2000
Decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

Less than 1 percent of the general population ages 6 through 9 receive
special education and related services for developmental delay. However,
the percentage has steadily increased from 0.02 percent in 1997 to 0.36
percent in 2002.

The number of states using the optional developmental delay category for
students ages 6 through 9 has also steadily increased. In 1997, DANS
data showed six states and two outlying areas reported students ages 6
through 9 in this category. By 2002, 27 states, Puerto Rico, the Bureau
of Indian Affairs and three outlying areas reported students ages 6
through 9 in this category (table 1-4 in vol. 2 of this report).

Are students from different racial/ethnic groups receiving special
education and related services for the same disabilities?

Table 1-4. Disability distribution, by race/ethnicity, of students ages
6 through 21 receiving special education and related services: Fall 2002

  ------------------------------------------------------------------------------------------
  Disability                   American\   Asian/\     Black\       Hispanic\   White\
                               Indian/\    Pacific\    (not\        (%)         (not\
                               Alaska\     Islander\   Hispanic)\               Hispanic)\
                               Native\     (%)         (%)                      (%)
                               (%)                                              
  ---------------------------- ----------- ----------- ------------ ----------- ------------
  Specific learning            55.3        40.8        45.1         58.3        46.8
  disabilities                                                                  

  Speech/language impairments  16.2        25.6        14.4         18.1        20.1

  Mental retardation           7.8         9.1         16.8         7.8         8.3

  Serious emotional            7.9         4.7         11.3         4.9         7.9
  disturbance                                                                   

  Multiple disabilities        2.3         2.7         2.2          1.9         2.3

  Hearing impairments          1.0         2.9         1.0          1.6         1.1

  Orthopedic impairments       0.7         1.8         0.9          1.3         1.4

  Other health impairments     5.0         4.8         5.1          3.6         8.0

  Visual impairments           0.4         0.9         0.4          0.5         0.4

  Autism                       0.9         4.9         1.6          1.3         2.2

  Deaf-blindness               \<0.05      0.1         \<0.05       \<0.05      \<0.05

  Traumatic brain injury       0.3         0.4         0.3          0.3         0.4

  Developmental delay          2.2         1.4         1.1          0.5         1.0

  All disabilities             100.0       100.0       100.0        100.0       100.0
  ------------------------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 1-16a through 1-16m in
vol. 2. These data are for the 50 states, DC, Puerto Rico, BIA schools
and the four outlying areas.

For all racial/ethnic groups, the largest disability category is
specific learning disabilities.

Specific learning disabilities, speech or language impairments, mental
retardation and other health impairments are among the five largest
disability categories for all racial/ethnic groups. Emotional
disturbance is also among the largest disabilities for all racial/ethnic
groups except Asian/Pacific Islander. Autism appears in the top five
disability categories only for the Asian/Pacific Islander racial/ethnic
group.

How does the percentage of the population receiving special education
and related services differ by race/ethnicity?

Table 1-5. Percentage (risk index) \[Percentage of population (risk
index) was calculated by dividing the number of students with the
disability in the racial/ethnic group by the total number of students in
the racial/ethnic group in the population. The result was multiplied by
100 to produce a percentage.\] of students ages 6 through 21 receiving
special education and related services, by race/ethnicity \[The risk
index for all other is presented in parentheses below the risk index for
the racial/ethnic group. The risk index for all other was calculated by
dividing the number of students with the disability for all the other
racial/ethnic groups combined by the total number of students in all the
other racial/ethnic groups combined in the U.S. population, ages 6
through 21. The result was multiplied by 100 to produce a percentage.\]
and disability category: Fall 2002

  ------------------------ ----------- ----------- ------------ ----------- ------------
  Disability               American\   Asian/\     Black\       Hispanic\   White\
                           Indian/\    Pacific\    (not\        (%)         (not\
                           Alaska\     Islander\   Hispanic)\               Hispanic)\
                           Native\     (%)         (%)                      (%)
                           (%)                                              

  Specific learning        6.6\        1.7\        5.5\         4.7\        4.1\
  disabilities             (4.3)       (4.4)       (4.1)        (4.2)       (4.7)

  Speech/language          2.0\        1.1\        1.8\         1.5\        1.7\
  impairments              (1.7)       (1.7)       (1.7)        (1.7)       (1.6)

  Mental retardation       1.0\        0.4\        2.0\         0.6\        0.7\
                           (0.9)       (0.9)       (0.7)        (0.9)       (1.2)

  Serious emotional        0.9\        0.2\        1.4\         0.4\        0.7\
  disturbance              (0.7)       (0.7)       (0.6)        (0.8)       (0.8)

  Multiple disabilities    0.3\        0.1\        0.3\         0.2\        0.2\
                           (0.2)       (0.2)       (0.2)        (0.2)       (0.2)

  Hearing impairments      0.1\        0.1\        0.1\         0.1\        0.1\
                           (0.1)       (0.1)       (0.1)        (0.1)       (0.1)

  Orthopedic impairments   0.1\        0.1\        0.1\         0.1\        0.1\
                           (0.1)       (0.1)       (0.1)        (0.1)       (0.1)

  Other health impairments 0.6\        0.2\        0.6\         0.3\        0.7\
                           (0.6)       (0.6)       (0.6)        (0.7)       (0.4)

  Visual impairments       \<0.05\     \<0.05\     \<0.05\      \<0.05\     \<0.05\
                           (\<0.05)    (\<0.05)    (\<0.05)     (\<0.05)    (\<0.05)

  Autism                   0.1\        0.2\        0.2\         0.1\        0.2\
                           (0.2)       (0.2)       (0.2)        (0.2)       (0.2)

  Deaf-blindness           \<0.05\     \<0.05\     \<0.05\      \<0.05\     \<0.05\
                           (\<0.05)    (\<0.05)    (\<0.05)     (\<0.05)    (\<0.05)

  Traumatic brain injury   \<0.05\     \<0.05\     \<0.05\      \<0.05\     \<0.05\
                           (\<0.05)    (\<0.05)    (\<0.05)     (\<0.05)    (\<0.05)

  Developmental delay      0.2\        0.1\        0.1\         \<0.05\     0.1\
                           (0.1)       (0.1)       (0.1)        (0.1)       (0.1)

  All disabilities         12.0\       4.4\        12.2\        8.0\        8.7\
                           (8.9)       (9.1)       (8.4)        (9.1)       (9.4)
  ------------------------ ----------- ----------- ------------ ----------- ------------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 1-18a through 1-18e in
vol. 2. These data are for the 50 states and the District of Columbia.
Population data are July 1 estimates, released October 2003. These data
are based on the 2000 Decennial Census. The population estimates are
from the Population Estimates Program, U.S. Census Bureau, Population
Division.

The percentage of the population receiving special education and related
services varies by race/ethnicity. The risk for special education is
largest for black students (12.2 percent), followed by American
Indian/Alaska Native (12.0 percent), white (8.7 percent), Hispanic (8.0
percent) and Asian/Pacific Islander (4.4 percent) students.

For each racial/ethnic group, how does the proportion of students
receiving special education and related services compare to the
proportion of all other students combined?

Risk ratios compare the proportion of a particular racial/ethnic group
served under Part B to the proportion of all other racial/ethnic groups
combined. For example, a risk ratio of 1.53 means that the group is 1.53
times more likely to receive special education and related services. A
risk ratio of 1.0 indicates no difference between the racial/ethnic
groups.

Table 1-6. Risk ratios \[Risk ratios were calculated by dividing the
(prerounded) risk index for the racial/ethnic group by the risk index
for all other racial/ethnic groups combined.\] for students ages 6
through 21 with disabilities, by race/ethnicity and disability category:
Fall 2002

  ------------------------- ---------- ---------- ----------- ---------- -----------
  Disability                American   Asian/\    Black (not  Hispanic   White (not
                            Indian/\   Pacific    Hispanic)              Hispanic)
                            Alaska     Islander                          
                            Native                                       

  Specific learning         1.53       0.39       1.34        1.10       0.86
  disabilities                                                           

  Speech/language           1.18       0.67       1.06        0.86       1.11
  impairments                                                            

  Mental retardation        1.10       0.45       3.04        0.60       0.61

  Serious emotional         1.30       0.28       2.25        0.52       0.86
  disturbance                                                            

  Multiple disabilities     1.34       0.59       1.42        0.75       0.99

  Hearing impairments       1.21       1.20       1.11        1.20       0.81

  Orthopedic impairments    0.87       0.71       0.94        0.92       1.15

  Other health impairments  1.08       0.35       1.05        0.44       1.63

  Visual impairments        1.16       0.99       1.21        0.92       0.94

  Autism                    0.63       1.24       1.11        0.53       1.26

  Deaf-blindness            1.93       0.94       0.84        1.04       1.03

  Traumatic brain injury    1.29       0.59       1.22        0.62       1.21

  Developmental delay       2.89       0.68       1.59        0.43       1.06

  All disabilities          1.35       0.48       1.46        0.87       0.92
  ------------------------- ---------- ---------- ----------- ---------- -----------

Sources: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 1-16 and C-8 in vol. 2.
These data are for the 50 states and the District of Columbia.
Population data are July 1 estimates for 2002, based on the 2000
Decennial Census. The estimates were released by the Population
Estimates Program, U.S. Census Bureau, Population Division in October
2003.

Across all disability types, American Indian/Alaska Native students were
more likely (risk ratio of 1.35) to be served under Part B than all
other racial/ethnic groups combined; black students also were more
likely (risk ratio of 1.46) to be served under Part B than all other
racial/ethnic groups combined. In contrast, Asian/Pacific Islander
students were less likely (risk ratio of .48) to be served under Part B
than all other racial/ethnic groups combined.

American Indian/Alaska Native students were 1.53 times more likely to
receive special education and related services for specific learning
disabilities and 2.89 times more likely to receive special education and
related services for developmental delay than all other racial/ethnic
groups combined.

Asian/Pacific Islander students were 1.20 times more likely to receive
special education and related services for hearing impairments and 1.24
times more likely to receive special education and related services for
autism than all other racial/ethnic groups combined.

Black students were 3.04 times more likely to receive special education
and related services for mental retardation and 2.25 times more likely
to receive special education and related services for serious emotional
disturbance than all other racial/ethnic groups combined.

Hispanic students were 1.20 times more likely to receive special
education and related services for hearing impairments and 1.10 times
more likely to receive special education and related services for
specific learning disabilities than all other racial/ethnic groups
combined.

School-Age Educational Environments

To what extent are students with disabilities educated with their
nondisabled peers?

Figure 1-19. Percentage of students ages 6 through 21 with disabilities
receiving education and related services in different environments: Fall
2002

  -------------------------------------------------------- --------------
  Outside the regular class \<21% of the day               48.2

  Outside the regular class 21-60% of the day              28.7

  Outside the regular class \>60% of the day               19.0

  Separate environments \[The category of separate         4.0
  environments includes public and private residential     
  facilities, public and private separate facilities and   
  homebound/hospital environments.\]                       
  -------------------------------------------------------- --------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-2 in vol. 2. These data
are for the 50 states, DC, Puerto Rico, BIA schools and the four
outlying areas.

In 2002, 96 percent of students with disabilities were educated in
regular school buildings. However, the time they spent in regular
classrooms varied.

Almost half of all students with disabilities (48.2 percent) were
educated for most of their school day in the regular classroom; that is,
they were outside the regular classroom for less than 21 percent of the
school day.

How have the educational environments of students with disabilities
changed over time?

Figure 1-20. Percentage of students ages 6 through 21 with disabilities
receiving education and related services in different environments: Fall
1993 through fall 2002

  ---------------------------------------------------- ------------------
  Year                                                 Percent

  Outside the regular class \<21% of the day           

  1993                                                 43.4

  1994                                                 44.5

  1995                                                 45.3

  1996                                                 45.8

  1997                                                 46.4

  1998                                                 46.1

  1999                                                 46.0

  2000                                                 46.5

  2001                                                 48.4

  2002                                                 48.2

  Outside the regular class from 21% through 60% of    
  the day                                              

  1993                                                 29.5

  1994                                                 28.7

  1995                                                 28.7

  1996                                                 28.5

  1997                                                 29.0

  1998                                                 29.8

  1999                                                 29.7

  2000                                                 29.8

  2001                                                 28.3

  2002                                                 28.7

  Outside the regular class \>60% of the day           

  1993                                                 22.7

  1994                                                 22.4

  1995                                                 21.6

  1996                                                 21.4

  1997                                                 20.4

  1998                                                 20.1

  1999                                                 20.3

  2000                                                 19.5

  2001                                                 19.2

  2002                                                 19.0

  Separate environments \[The category of separate     
  environments includes public and private residential 
  facilities, public and private separate facilities   
  and homebound/hospital environments.\]               

  1993                                                 4.4

  1994                                                 4.3

  1995                                                 4.4

  1996                                                 4.3

  1997                                                 4.1

  1998                                                 4.1

  1999                                                 4.1

  2000                                                 4.2

  2001                                                 4.0

  2002                                                 4.0
  ---------------------------------------------------- ------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-8 in vol. 2. These data
are for the 50 states, DC, Puerto Rico, BIA schools and the four
outlying areas.

The percentage of students with disabilities educated in regular classes
for most of their school day (that is, those who were outside the
regular classroom for less than 21 percent of the school day) has
steadily increased over the years from 43.4 percent in 1993 to 48.2
percent in 2002.

The percentages of students with disabilities educated in separate
environments and outside the regular classroom from 21 percent through
60 percent of their school day remained fairly constant over the period.

How do educational environments differ by age group?

Figure 1-21. Percentage of students with disabilities receiving
education and related services in different environments, by age group:
Fall 2002

  -------------------------------------------------------- --------------
  Environment                                              Percent

  Outside the regular class \<21% of the school day        

  Ages 6 through 11                                        58.1

  Ages 12 through 17                                       40.4

  Ages 18 through 21                                       32.7

  Outside the regular class 21%-60% of the school day      

  Ages 6 through 11                                        23.6

  Ages 12 through 17                                       33.8

  Ages 18 through 21                                       27.0

  Outside the regular class \>60% of the school day        

  Ages 6 through 11                                        15.9

  Ages 12 through 17                                       21.0

  Ages 18 through 21                                       28.2

  Separate environments \[The category of separate         
  environments includes public and private residential     
  facilities, public and private separate facilities and   
  homebound/hospital environments.\]                       

  Ages 6 through 11                                        2.3

  Ages 12 through 17                                       4.8

  Ages 18 through 21                                       12.1
  -------------------------------------------------------- --------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), tables 2-3, 2-4 and 2-5 in vol.
2. These data are for the 50 states, DC, Puerto Rico, BIA schools and
the four outlying areas.

For each age group, the largest proportion of students with disabilities
was educated in a regular classroom for most of the school day; that is,
they were outside the regular classroom less than 21 percent of the
school day.

Older students were less likely than younger students to be educated in
the regular classroom for most of the school day. The oldest students
served under IDEA, ages 18 through 21, were more likely than younger
students to be educated in separate environments and outside the regular
classroom more than 60 percent of the school day.

How do educational environments differ by disability category?

Table 1-7. Percentage of students ages 6 through 21 with disabilities
receiving education and related services in different environments, by
disability category: Fall 2002

  ------------------------ ---------- ---------- ---------- --------------------
                           Time                             
                           outside                          
                           the                              
                           regular                          
                           class                            

  Disabilities             \<21       21-60      \>60       Separate
                           percent of percent of percent of environments
                           the day\   the day\   the day\   \[Separate
                           (%)        (%)        (%)        environments
                                                            includes public and
                                                            private residential
                                                            facilities, public
                                                            and private separate
                                                            facilities and
                                                            homebound/hospital
                                                            environments.\]\
                                                            (%)

  Specific learning        46.9       38.6       13.5       1.0
  disabilities                                              

  Speech/language          87.0       7.5        4.7        0.8
  impairments                                               

  Mental retardation       10.9       30.5       52.6       5.9

  Serious emotional        28.8       23.0       30.7       17.5
  disturbance                                               

  Multiple disabilities    11.6       17.3       46.9       24.2

  Hearing impairments      43.0       19.3       23.7       14.0

  Orthopedic impairments   45.8       22.2       27.5       4.5

  Other health impairments 49.5       31.4       15.3       3.8

  Visual impairments       52.5       17.3       16.6       13.6

  Autism                   24.7       17.8       45.5       12.0

  Deaf-blindness           17.6       20.1       32.2       30.1

  Traumatic brain injury   28.5       34.8       27.8       8.9

  Developmental delay      46.3       32.4       19.7       1.6

  All disabilities         48.2       28.7       19.0       4.0
  ------------------------ ---------- ---------- ---------- --------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-2 in vol. 2. These data
are for the 50 states, DC, BIA schools and the four outlying areas.

The percentage of students with disabilities receiving special education
and related services in each environment varied by disability category:

\- Students with speech or language impairments were more likely than
students with other disabilities to be educated in regular classes for
most of the school day. That is, they were more likely than other
students with disabilities to be outside the regular classroom less than
21 percent of the school day (87.0 percent). Students with speech or
language impairments were least likely to be educated outside the
regular classroom for more than 60 percent of the school day (4.7
percent) or in separate environments (0.8 percent).

\- Students with either mental retardation or multiple disabilities were
the least likely to be educated in regular classes for most of the
school day. That is, they were less likely than other students with
disabilities to be outside the regular classroom less than 21 percent of
the school day (10.9 percent and 11.6 percent, respectively).

\- Students with specific learning disabilities were more likely than
students with other disabilities to be educated outside the regular
classroom from 21 through 60 percent of the school day (38.6 percent).
More than 30 percent of students with traumatic brain injury,
developmental delay, other health impairments or mental retardation were
also educated in this environment.

\- Students with mental retardation were more likely than students with
other disabilities to be educated outside the regular classroom for more
than 60 percent of the school day (52.6 percent). Students with either
multiple disabilities (46.9 percent) or autism (45.5 percent) were also
more likely to be educated in this environment.

\- Students with either deaf-blindness (30.1 percent) or multiple
disabilities (24.2 percent) were more likely than other students with
disabilities to be educated in separate environments.

To what extent are students of different racial/ethnic groups being
educated with their nondisabled peers?

Figure 1-22. Percentage of students ages 6 through 21 with disabilities
receiving education and related services in different environments, by
race/ethnicity: Fall 2002

  ------------------------------------------------------ ----------------
  Race/ethnicity                                         Percent

  American Indian/Alaska Native                          

  \<21% of the day outside the regular classroom         48.8

  21-60% of the day outside the regular classroom        34.2

  \>60% of the day outside the regular classroom         14.1

  Separate environments \[Separate environments include  2.9
  public and private residential facilities, public and  
  private separate facilities and homebound/hospital     
  environments.\]                                        

  Asian/Pacific Islander                                 

  \<21% of the day outside the regular classroom         47.1

  21-60% of the day outside the regular classroom        25.1

  \>60% of the day outside the regular classroom         23.8

  Separate environments \[Separate environments include  4.0
  public and private residential facilities, public and  
  private separate facilities and homebound/hospital     
  environments.\]                                        

  Black (not Hispanic)                                   

  \<21% of the day outside the regular classroom         37.1

  21-60% of the day outside the regular classroom        29.0

  \>60% of the day outside the regular classroom         28.5

  Separate environments \[Separate environments include  5.4
  public and private residential facilities, public and  
  private separate facilities and homebound/hospital     
  environments.\]                                        

  Hispanic                                               

  \<21% of the day outside the regular classroom         45.2

  21-60% of the day outside the regular classroom        27.9

  \>60% of the day outside the regular classroom         23.7

  Separate environments \[Separate environments include  3.2
  public and private residential facilities, public and  
  private separate facilities and homebound/hospital     
  environments.\]                                        

  White (not Hispanic)                                   

  \<21% of the day outside the regular classroom         52.6

  21-60% of the day outside the regular classroom        28.9

  \>60% of the day outside the regular classroom         14.7

  Separate environments \[Separate environments include  3.8
  public and private residential facilities, public and  
  private separate facilities and homebound/hospital     
  environments.\]                                        
  ------------------------------------------------------ ----------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 2-10 in vol. 2. These data
are for the 50 states, DC, BIA schools and the four outlying areas.

For all racial/ethnic groups, the largest percentage of students with
disabilities were educated in the regular classroom for most of the
school day (that is, outside the regular classroom less than 21 percent
of the day). However, the percentage of students in this environment
varied.

Compared to students with disabilities from other racial/ethnic groups,
black students with disabilities were the least likely to be educated in
the regular classroom for most of the school day (37.1 percent). White
students with disabilities were the most likely to be educated in the
regular classroom for most of the school day (52.6 percent).

Black students with disabilities were more likely than students with
disabilities from other racial/ethnic groups to be educated outside the
regular classroom more than 60 percent of the day (28.5 percent). They
were also more likely to be educated in separate environments (5.4
percent)

How do the language arts instructional settings of elementary and
middle-school students with disabilities differ by age and grade level?

Table 1-8. Ages and grade levels of elementary and middle-school
students with disabilities in language arts classes, by instructional
setting: 2001

  -------------------------------- ------------------- -------------------
                                   Primary language    
                                   arts instructional  
                                   setting             

                                   Regular education   Special education
                                   classroom           classroom

  Percentage of students who are                       
  ages:                                                

  7 or 8                           23.8                16.1

  9 or 10                          35.3                30.5

  11 or 12                         30.7                38.6

  13 or 14                         10.2                14.7

  Percentage of students in:                           

  First through third grades       33.3                23.4

  Fourth or fifth grade            35.0                33.0

  Sixth grade or above             31.6                38.7

  An ungraded program              0.1                 4.8
  -------------------------------- ------------------- -------------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 6,082 respondents.

Elementary and middle-school students who receive their primary language
arts instruction in special education settings are an average of
one-half year older than elementary and middle-school students with
disabilities in regular education settings. This difference may reflect
that students with learning disabilities or serious emotional
disturbance in the SEELS age groups are older, on average, than students
in other disability categories; and they make up larger proportions of
students in language arts classes in special education settings than of
those in regular education settings.

Consistent with their older age, elementary and middle-school students
in special education settings tend to be at higher grade levels. A total
of 38.7 percent of them are in sixth grade or above, compared with 31.6
percent of those in regular education settings.

How do the household characteristics of elementary and middle-school
students with disabilities differ by language arts instructional
settings?

Table 1-9. Household characteristics of elementary and middle-school
students with disabilities in language arts classes, by instructional
setting: 2001

  -------------------------------------------------------------- --------------- --------------
                                                                 Primary         
                                                                 language arts   
                                                                 instructional   
                                                                 setting         

                                                                 Regular         Special
                                                                 education       education
                                                                 classroom\      classroom\
                                                                 (%)             (%)

  Percentage of students:                                                        

  Living with:                                                                   

  Two parents                                                    78.0            64.0

  One parent                                                     18.6            27.5

  With other relative(s)                                         2.2             4.5

  In foster care                                                 0.5             1.0

  Other arrangement                                              0.7             3.0

  In households with annual income:                                              

  \$25,000 or less                                               31.0            43.4

  \$25,001 to \$50,000                                           29.7            34.7

  More than \$50,000                                             39.3            21.8

  In households in poverty \[aThe sample size for this variable  17.3            28.4
  is different from the sample size for the other variables.                     
  Displayed results were collected from 4,592 respondents.\],                    
  \[SEELS determines poverty cut points based on income levels                   
  and household size consistent with the 2000 U.S. Census                        
  (http://www.census/gov/hhes/poverty/threshld/thresh00.hmtl).                   
  The cut points are as follows: \$10,000 or less for households                 
  of two or three persons, \$15,000 or less for households of                    
  four persons, \$20,000 or less for households of five persons,                 
  \$25,000 or less for households of six or seven persons,                       
  \$30,000 or less for households of eight persons, and \$35,000                 
  or less for households of nine or more persons.\]                              

  With a head of household who is not a high school graduate     14.6            23.8

  In households with another member with a disability            36.9            42.6
  -------------------------------------------------------------- --------------- --------------

Source: SEELS Parent Survey, 2001.

Elementary and middle-school students receiving language arts
instruction in special education classrooms are more likely than
elementary and middle-school students with disabilities in regular
education classrooms to be living with one parent or to be living in
foster care or other nonfamilial arrangement.

The households of elementary and middle-school students receiving
language arts instruction in special education classrooms also are more
likely to be in poverty than those of elementary and middle-school
students with disabilities in regular education classrooms, whose
poverty rate is similar to that of the general population of students
(U.S. Census Bureau, 2002).

Elementary and middle-school students who receive language arts
instruction in special education classrooms are more likely to be from
households headed by someone who is not a high school graduate than are
elementary and middle-school students with disabilities in regular
education classes, where their rate is similar to that of students
without disabilities (calculated with data from the National Household
Education Survey \[National Center for Education Statistics, 1999\]).

Households of elementary and middle-school students who receive language
arts instruction in special education classrooms are more likely to
include another person with a disability in addition to the student
receiving special education.

How do past educational experiences of elementary and middle-school
students with disabilities differ by the language arts instructional
settings?

Table 1-10. Past educational experiences of elementary and middle-school
students with disabilities in language arts instruction, by
instructional setting: 2001

  -------------------------------- ------------------- -------------------
                                   Primary language    
                                   arts instructional  
                                   setting             

                                   Regular education\  Special education\
                                   (%)                 (%)

  Percentage who have changed                          
  schools:                                             

  Once or not at all               78.5                62.8

  Twice                            11.7                19.0

  Three times or more              9.8                 18.2

  Percentage who ever have been:                       

  Retained at grade level          22.0                29.8

  Suspended or expelled            8.0                 17.9

  Percentage who during the school                     
  year have been:                                      

  Bullied or picked on at school   24.8                31.5
  or on the way to or from school                      

  Physically attacked or involved  18.4                29.7
  in fights at school or on the                        
  way to or from school                                
  -------------------------------- ------------------- -------------------

Source: SEELS Parent Survey, 2001.

Displayed results were collected from 4,592 respondents.

Elementary and middle-school students whose primary language arts
instruction is in special education classrooms are more likely than
their peers in regular education classrooms to have changed schools
frequently.

Elementary and middle-school students whose primary language arts
instruction is in special education classrooms also are more likely to
have been retained at grade level at least once, and they are more than
twice as likely to have been suspended or expelled at some time.

Being bullied or picked on at school or involved in fights is more
common for elementary and middle-school students with disabilities whose
primary language arts instruction is in a special education classroom
than in a regular education classroom.

How do the instructional settings for secondary students with
disabilities differ by academic subject?

Figure 1-23. Instructional settings for secondary students with
disabilities, by subject \[Percentages may not total to 100 percent
because students often receive instruction in both regular and special
education settings.\]: 2001-02

  ------------------------------------------------- ---------------------
  Subject                                           Percent

  Language arts                                     

  Regular education classroom                       49

  Special education classroom                       54

  Math                                              

  Regular education classroom                       53

  Special education classroom                       51

  Science                                           

  Regular education classroom                       66

  Special education classroom                       37

  Social studies                                    

  Regular education classroom                       64

  Special education classroom                       39

  Foreign language                                  

  Regular education classroom                       85

  Special education classroom                       14

  Art, music, drama                                 

  Regular education classroom                       87

  Special education classroom                       12

  Physical education                                

  Regular education classroom                       88

  Special education classroom                       12

  Study skills                                      

  Regular education classroom                       21

  Special education classroom                       79

  Life skills                                       

  Regular education classroom                       36

  Special education classroom                       61

  Prevocational education                           

  Regular education classroom                       53

  Special education classroom                       46

  Vocational education                              

  Regular education classroom                       73

  Special education classroom                       28
  ------------------------------------------------- ---------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,124 respondents.

Secondary students with disabilities are about equally likely to take
the core academic subjects of language arts and mathematics in regular
and special education classrooms.

About two-thirds of secondary students with disabilities who take
science or social studies do so in regular education classrooms.

Secondary students with disabilities who take foreign language, fine or
performing arts or physical education are most likely to do so in
regular education classes (85 percent to 88 percent); almost
three-fourths of vocational education students are in regular education
classrooms.

Study skills and life skills instruction are most often taken in special
education classrooms (79 percent and 61 percent of secondary students
who receive such instruction, respectively, do so in a special education
classroom) than in regular education classrooms.

How do the instructional settings of secondary students with
disabilities differ by disability category?

Figure 1-24. Instructional settings for secondary students with
disabilities, by disability category: 2001-02

  -------------------------------------------------------- --------------
  Disability                                               Percent

  Learning disabilities                                    

  All subjects in a regular education classroom            31

  All subjects in a special education classroom            4

  Speech impairments                                       

  All subjects in a regular education classroom            49

  All subjects in a special education classroom            4

  Mental retardation                                       

  All subjects in a regular education classroom            7

  All subjects in a special education classroom            25

  Emotional disturbance                                    

  All subjects in a regular education classroom            21

  All subjects in a special education classroom            15

  Multiple disabilities                                    

  All subjects in a regular education classroom            4

  All subjects in a special education classroom            34

  Hearing impairments                                      

  All subjects in a regular education classroom            32

  All subjects in a special education classroom            21

  Orthopedic impairments                                   

  All subjects in a regular education classroom            29

  All subjects in a special education classroom            14

  Other health impairments                                 

  All subjects in a regular education classroom            34

  All subjects in a special education classroom            5

  Visual impairments                                       

  All subjects in a regular education classroom            45

  All subjects in a special education classroom            20

  Autism                                                   

  All subjects in a regular education classroom            12

  All subjects in a special education classroom            26

  Traumatic brain injury                                   

  All subjects in a regular education classroom            8

  All subjects in a special education classroom            17

  Deaf-blindness                                           

  All subjects in a regular education classroom            12

  All subjects in a special education classroom            50
  -------------------------------------------------------- --------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,363 respondents.

Secondary students with speech or visual impairments are more likely
than students with other disabilities to be fully included in regular
education classrooms; 49 percent and 45 percent, respectively, take all
their courses there.

From 29 percent to 34 percent of secondary students with learning
disabilities or hearing, orthopedic or other health impairments receive
all their instruction in regular education classrooms.

Secondary students with multiple disabilities or deaf-blindness are the
most likely to spend their entire school day in special education
classrooms (34 percent and 50 percent, respectively).

Twenty-five percent of secondary students with mental retardation, 28
percent with autism and one-fifth of those with hearing or visual
impairments receive all of their instruction in special education
classrooms.

How does the class size for secondary students with disabilities differ
by type of class and instructional setting?

Figure 1-25. Composition of average classes for secondary students with
disabilities, by type of instructional setting: 2001-02

  --------------------------------------------------- -------------------
  Instructional setting                               Number

  Regular education academic                          

  Regular education students                          19

  Special education students                          5

  Regular education vocational                        

  Regular education students                          18

  Special education students                          4

  Special education nonvocational                     

  Regular education students                          10

  Special education students                          0

  Special education vocational                        

  Regular education students                          2

  Special education students                          10
  --------------------------------------------------- -------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,436 respondents.

In secondary schools, both regular education academic and regular
education vocational classes are larger on average (24 and 22 students,
respectively) than special education classes (an average of 10 and 12
students for special education nonvocational and vocational classes,
respectively).

Regular education academic and vocational classes include an average of
five and four students with disabilities, respectively, or about 20
percent of the students in the class.

Seventeen percent of the students in special education vocational
classes do not have disabilities.

What are teachers' perceptions regarding the performance level of the
regular education academic classes in which secondary students with
disabilities receive instruction?

Figure 1-26. Performance levels of regular education academic classes in
which secondary students with disabilities receive instruction, as
reported by teachers: 2001-02

  ----------------------------------------------------------- -----------
                                                              Percent

  Class performance is typical for grade level                82

  Class is advance placement or honors course                 2

  Class performance is general below grade level              16
  ----------------------------------------------------------- -----------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,556 respondents.

According to their teachers, 82 percent of secondary students with
disabilities who take regular education academic classes are in classes
in which the majority of students perform at grade level.

Sixteen percent of secondary students with disabilities are in regular
education academic classes in which the performance of most students is
below the typical performance for their grade, and 2 percent are in
advanced placement or honors courses.

Access to the Regular Education Curriculum by Special Education Students

How does the enrollment of secondary students with disabilities in
foreign language and science courses differ by disability category?

Figure 1-27. Enrollment in science and foreign language course(s) by
secondary students with disabilities, by disability category: 2001-02

  -------------------------------------------------- --------------------
  Disability                                         Percent

  Science                                            

  Learning disabilities                              85

  Speech impairments                                 87

  Mental retardation                                 74

  Emotional disturbance                              84

  Multiple disabilities                              66

  Hearing impairments                                86

  Orthopedic impairments                             78

  Other health impairments                           88

  Visual impairments                                 81

  Autism                                             67

  Traumatic brain injury                             77

  Deaf-blindness                                     71

  Foreign language                                   

  Learning disabilities                              24

  Speech impairments                                 31

  Mental retardation                                 9

  Emotional disturbance                              15

  Multiple disabilities                              9

  Hearing impairments                                27

  Orthopedic impairments                             24

  Other health impairments                           20

  Visual impairments                                 36

  Autism                                             12

  Traumatic brain injury                             17

  Deaf-blindness                                     19
  -------------------------------------------------- --------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,358 respondents.

Eighty percent or more of secondary school students with learning
disabilities; serious emotional disturbance; or speech, hearing, visual
or other health impairments take science in a given semester; 15 percent
to 36 percent of those students take a foreign language.

Science and foreign language courses are less common for secondary
students with mental retardation, autism, multiple disabilities or
deaf-blindness, although 66 percent to 74 percent of students in those
categories do take science.

The Use of Instructional Grouping for Students with Disabilities

How do the language arts instructional groupings for elementary and
middle-school students with disabilities differ by instructional
setting?

Figure 1-28. Instructional groupings used frequently \[No definition for
"frequently" was included with the stimulus item as presented in the
School Program Survey. The values represent teachers' judgments.\] for
elementary and middle-school students with disabilities in language arts
classes, by instructional setting: 2001

  ------------------------------------------------- ---------------------
  Type of instructional grouping                    Percent

  Whole class                                       

  Regular education                                 75.2

  Special education                                 49.0

  Small group                                       

  Regular education                                 40.8

  Special education                                 68.6

  Individual/teacher                                

  Regular education                                 29.8

  Special education                                 51.1
  ------------------------------------------------- ---------------------

Source: SEELS Teacher Survey, 2001.

Note: For either group of students, percentages may sum to greater than
100 percent since more than one instructional grouping may be used
frequently for any given student. Displayed results were collected from
6,055 respondents.

In language arts classes in regular education settings, whole-class
instruction is more common than small-group instruction, which, in turn,
is more common than individual instruction. Three-fourths of elementary
and middle-school students with disabilities in a regular education
setting receive whole-class instruction frequently, whereas 40.8 percent
receive small-group instruction frequently, and 29.8 percent receive
individual instruction from a teacher frequently.

In language arts classes in special education settings, small-group
instruction is more common than whole-class instruction or individual
instruction. Approximately two-thirds of elementary and middle-school
students in special education settings receive small-group instruction
frequently, whereas approximately half receive whole-class instruction
or individual instruction from a teacher frequently.

How do the language arts instructional groupings for elementary and
middle-school students with disabilities differ by grade level and
instructional setting?

Figure 1-29. Instructional groupings for elementary and middle-school
students with disabilities in language arts classes, by grade level and
instructional setting: 2001

  --------------------------------------------- -------------------------
  Grade Level                                   Percent

  Regular education                             

  Ungraded                                      

  Whole class                                   0.0

  Small group                                   0.0

  Individual/teacher                            0.0

  1st-3rd                                       

  Whole class                                   75.8

  Small group                                   53.5

  Individual/teacher                            31.7

  4th-5th                                       

  Whole class                                   73.1

  Small group                                   43.6

  Individual/teacher                            32.5

  6th and above                                 

  Whole class                                   76.1

  Small group                                   23.6

  Individual/teacher                            24.9

  Special education                             

  Ungraded                                      

  Whole class                                   45.9

  Small group                                   66.8

  Individual/teacher                            62.5

  1st-3rd                                       

  Whole class                                   41.2

  Small group                                   82.5

  Individual/teacher                            60.5

  4th-5th                                       

  Whole class                                   40.4

  Small group                                   74.0

  Individual/teacher                            56.2

  6th and above                                 

  Whole class                                   60.5

  Small group                                   58.2

  Individual/teacher                            40.8
  --------------------------------------------- -------------------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 5,936 respondents.

In regular education settings, whole-class instruction is the most
commonly used grouping regardless of grade level. In the early grades,
small-group instruction is more common than individual instruction from
a teacher; however, its use declines over the grades, so that for
students in 6th grade and above, both types of groupings are about
equally common.

In special education settings, small-group instruction and individual
instruction from a teacher are more common than whole-class instruction
through fifth grade. In sixth and higher grades, whole-class instruction
and small-group instruction are about equally common.

In ungraded classes in special education settings, small-group
instruction and individual instruction are used with about the same
frequency, and both are more common than whole-class instruction.

How do the language arts instructional groupings for elementary and
middle-school students with disabilities differ by disability category
and instructional setting?

Table 1-11. Instructional groupings used frequently with elementary and
middle-school students with disabilities in language arts classes, by
disability category and instructional setting: 2001

  -------------------- ----------- ------- -------------- -- ----------- ------- --------------
                       Regular                               Special             
                       education                             education           

  Disability           Whole class Small   Individual/\      Whole class Small   Individual/\
                                   group   teacher                       group   teacher

                       Percent                                                   

  Learning             73.6        40.1    34.1              55.7        68.9    43.0
  disabilities                                                                   

  Speech/language\     77.2        43.2    25.0              43.9        78.5    60.8
  impairments                                                                    

  Mental retardation   63.5        42.6    39.4              39.4        71.3    62.2

  Serious emotional    72.1        34.6    32.8              49.5        59.9    53.9
  disturbance                                                                    

  Multiple             64.8        46.1    53.7              40.3        60.7    54.0
  disabilities                                                                   

  Hearing impairments  71.1        33.5    29.3              53.5        59.1    47.5

  Orthopedic           74.0        39.5    34.5              49.1        68.4    56.5
  impairments                                                                    

  Other health         80.5        27.8    32.2              41.9        75.0    56.0
  impairments                                                                    

  Visual impairments   69.4        35.7    27.8              38.1        54.3    65.5

  Autism               64.4        36.0    36.5              25.8        52.3    73.1

  Traumatic brain      65.0        39.6    35.5              46.7        71.1    51.6
  injury                                                                         
  -------------------- ----------- ------- -------------- -- ----------- ------- --------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 6,487 respondents.

In regular education language arts classes, elementary and middle-school
students in all disability categories are more likely to receive
whole-class instruction than small-group instruction or individual
instruction from a teacher.

In regular education language arts classes, elementary and middle-school
students with speech/language impairments are among the most likely to
receive whole-class instruction and are the least likely to receive
individual instruction from a teacher. Elementary and middle-school
students with other health impairments are the most likely to receive
whole-class instruction and the least likely to receive small-group
instruction, and elementary and middle-school students with multiple
disabilities are the most likely to receive individual instruction.

In special education settings, elementary and middle-school students in
most disability categories are less likely to receive whole-class
instruction than small-group instruction or individual instruction from
a teacher.

In special education settings, small-group instruction is more common
than individual instruction for elementary and middle-school students in
all disability categories except autism or visual impairment, where
individual instruction is more common than small-group instruction. The
percentages of students who frequently receive small-group instruction
range from 52.3 percent for autism to 59.1 percent (hearing impairments)
to 78.5 percent (speech/language impairments), and the percentages of
students who frequently receive individual instruction range from 43.0
percent (learning disabilities) to 73.1 percent (autism).

In special education settings, elementary and middle-school students
with autism or visual impairments are the most likely of all elementary
and middle-school students to receive individual instruction from a
teacher and among the least likely to receive small-group instruction or
whole-class instruction.

What instructional groupings are used with secondary students with
disabilities?

Figure 1-30. Frequency of different instructional groupings for
secondary students with disabilities in regular education academic
classes: 2001-02

  ------------------------------------------------------ ----------------
  Instructional groups                                   Percent

  Whole-class instruction                                

  Students with disabilities                             

  Used rarely or never                                   5

  Used sometimes                                         31

  Used often                                             64

  Other students                                         

  Used rarely or never                                   3

  Used sometimes                                         28

  Used often                                             69

  Small-group instruction                                

  Students with disabilities                             

  Used rarely or never                                   17

  Used sometimes                                         64

  Used often                                             19

  Other students                                         

  Used rarely or never                                   16

  Used sometimes                                         65

  Used often                                             19

  Individual instruction from a teacher                  

  Students with disabilities                             

  Used rarely or never                                   14

  Used sometimes                                         60

  Used often                                             26

  Other students                                         

  Used rarely or never                                   15

  Used sometimes                                         63

  Used often                                             22

  Individual instruction from another adult              

  Students with disabilities                             

  Used rarely or never                                   59

  Used sometimes                                         28

  Used often                                             13

  Other students                                         

  Used rarely or never                                   71

  Used sometimes                                         23

  Used often                                             6
  ------------------------------------------------------ ----------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,523 respondents.

About two-thirds of both secondary students with disabilities and other
students in regular education academic classes experience whole class
instruction "often," according to teachers.

The frequency with which secondary students with disabilities who take
regular education academic classes receive whole-class instruction,
small-group instruction or individual instruction from a teacher is very
similar to the experiences of other students in class.

Only with regard to individual instruction from an adult other than the
teacher does the frequency of experiencing a particular instructional
grouping differ for secondary students with disabilities compared with
other students in class; students with disabilities are about twice as
likely as other students in class to receive such instruction often (13
percent vs. 6 percent).

Grading Factors

What grading criteria are used to evaluate the academic performance of
secondary students with disabilities?

Figure 1-31. Grading criteria reported by teachers to be "very
important" when evaluating secondary students with disabilities, by
instructional setting: 2001-02

  ------------------------------------------------------- ---------------
  Grading criteria                                        Percent

  Attitude/behavior                                       

  Regular education settings                              36

  Special education settings                              64

  Class participation                                     

  Regular education settings                              46

  Special education settings                              62

  Homework                                                

  Regular education settings                              62

  Special education settings                              48

  Student portfolio                                       

  Regular education settings                              18

  Special education settings                              35

  Performance on daily class work                         

  Regular education settings                              70

  Special education settings                              88

  Performance on special projects and activities          

  Regular education settings                              52

  Special education settings                              48

  Performance relative to the rest of the class           

  Regular education settings                              14

  Special education settings                              17

  Results of tests                                        

  Regular education settings                              57

  Special education settings                              54

  Attendance                                              

  Regular education settings                              57

  Special education settings                              76
  ------------------------------------------------------- ---------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,298 respondents.

Students' performance on daily class work is the most likely criteria to
be considered "very important" by both special education and regular
education academic class teachers; 88 percent and 70 percent of students
with disabilities in the two kinds of classes have teachers who report
it to be "very important" in evaluating students' performance.

Secondary academic teachers in both settings are about equally likely to
consider performance on special projects and activities, performance
relative to the rest of the class and results of tests as "very
important" in evaluating the performance of students with disabilities
in their classes.

Attitude/behavior, class participation, student portfolios, performance
on daily class work and attendance are more likely to be reported as
"very important" in evaluating the performance of secondary students
with disabilities in special education academic classes than in regular
education classes. Students with disabilities in regular education
academic classes are more likely to have teachers who report that
homework is very important.

Accommodations and Supports Provided to Students with Disabilities

What accommodations are provided to elementary and middle-school
students with disabilities in language arts classes?

Figure 1-32. Accommodations and modifications provided to elementary and
middle-school students with disabilities in language arts classes, by
instructional setting: 2001

  ------------------------------------------------------- ---------------
  Accommodations/modifications                            Percent

  Any support indicated on the IEP or 504 plan            

  Regular education classrooms                            85.3

  Special education classrooms                            98.9

  More time in taking tests                               

  Regular education classrooms                            61.9

  Special education classrooms                            79.9

  More time to complete assignments                       

  Regular education classrooms                            57.5

  Special education classrooms                            79.6

  Shorter/different assignments                           

  Regular education classrooms                            36.8

  Special education classrooms                            64.0

  Test read to student                                    

  Regular education classrooms                            35.3

  Special education classrooms                            67.4

  Modified tests                                          

  Regular education classrooms                            33.4

  Special education classrooms                            60.0

  More frequent feedback                                  

  Regular education classrooms                            33.3

  Special education classrooms                            66.2

  Slower-paced instruction                                

  Regular education classrooms                            30.4

  Special education classrooms                            79.0

  Modified grading standards                              

  Regular education classrooms                            29.3

  Special education classrooms                            51.3

  Physical adaptations                                    

  Regular education classrooms                            22.7

  Special education classrooms                            23.8

  Alternative tests/assessments                           

  Regular education classrooms                            19.7

  Special education classrooms                            46.5
  ------------------------------------------------------- ---------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 5,686 respondents.

In regular education classrooms, about 85 percent of elementary or
middle-school students with disabilities in language arts classes have
some type of support indicated on their IEP or 504 plan. Approximately
60 percent of students with disabilities are granted extra time to take
tests or complete assignments. About one-third are given shorter or
different assignments, have tests read to them, take modified tests,
receive feedback more frequently than other students or slower paced
instruction and are graded using modified standards. Approximately
one-fifth are provided physical adaptations or are graded using
alternative tests or assessments.

For students in special education classrooms, the most common types of
accommodations or modifications, which are received by approximately 80
percent of students, are extra time on tests or assignments and slower
paced instruction. Between 60 percent and 70 percent of students receive
shorter or different assignments, have tests read to them, take modified
tests or receive frequent feedback. Approximately half are graded using
modified standards or take alternative tests and assessments, and
approximately one-fourth are provided physical adaptations.

What other learning supports are provided to elementary and
middle-school students with disabilities in language arts classes?

Figure 1-33. Other learning supports provided to elementary and
middle-school students with disabilities in language arts classes, by
instructional setting: 2001

  ------------------------------------------------------- ---------------
  Other learning supports                                 Percent

  Progress monitored by special education teacher         

  Regular education classrooms                            51.9

  Special education classrooms                            74.9

  Teacher aides, instructional assistants or other        
  personal aides                                          

  Regular education classrooms                            27.5

  Special education classrooms                            53.9

  Learning strategies/study skills                        

  Regular education classrooms                            24.2

  Special education classrooms                            46.6

  Peer tutor                                              

  Regular education classrooms                            22.9

  Special education classrooms                            21.3

  Tutoring by adult                                       

  Regular education classrooms                            18.8

  Special education classrooms                            10.9

  Books on tape                                           

  Regular education classrooms                            14.5

  Special education classrooms                            23.1

  Self-advocacy training                                  

  Regular education classrooms                            14.1

  Special education classrooms                            7.2

  Use of computer for activities not allowed other        
  students                                                

  Regular education classrooms                            11.2

  Special education classrooms                            18.9

  Reader or interpreter                                   

  Regular education classrooms                            10.3

  Special education classrooms                            15.1

  Behavior management program                             

  Regular education classrooms                            9.8

  Special education classrooms                            28.3

  Computer software designed for students with            
  disabilities                                            

  Regular education classrooms                            3.9

  Special education classrooms                            20.6

  Communication aids                                      

  Regular education classrooms                            3.2

  Special education classrooms                            4.1

  Computer hardware adapted for special needs             

  Regular education classrooms                            2.1

  Special education classrooms                            3.5
  ------------------------------------------------------- ---------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 5,686 respondents.

The most common type of learning support provided in language arts
classrooms to elementary and middle-school students with disabilities in
regular education classrooms is having their progress monitored by a
special education teacher; approximately one-half receive this type of
support. Approximately one-fourth have aides, are provided assistance
with learning strategies or study skills, or receive tutoring by peers.
Approximately 15 percent of these students use books on tape or receive
self-advocacy training; and approximately 10 percent use a computer for
activities not allowed for other students, have a reader or interpreter
or are in a behavior management program.

In special education settings, three-fourths of elementary and
middle-school students have their progress monitored by a special
education teacher, and approximately half have aides or receive help
with learning strategies or study skills. Between 20 percent and 30
percent receive tutoring from a peer, use books on tape, are in a
behavior management program or use computer software designed for
students with disabilities; 15 percent receive help from a reader or
interpreter.

How do staffing and class size in language arts classes for elementary
and middle-school students with disabilities differ by instructional
setting and demographic characteristics?

Table 1-12. Language arts class size and staffing for elementary and
middle-school students with disabilities by demographic characteristics
and instructional settings: 2001

  --------------------- ----------- ---------- ---------- ----------------- ---------- ----------
                        Avg.                              Race/ethnicitya              
                        household                                                      
                        income                                                         

  Characteristics of    \$25,000 or \$25,001   More than  White             African    Hispanic
  students with         less        to         \$50,000                     American   
  disabilities                      \$50,000                                           

  Regular education                                                                    

  Average number of     21.9        22.9       23.4       22.8              22.6       22.4
  students in the                                                                      
  classroom                                                                            

  Average number of     3.3         3.0        3.0        3.3               3.3        3.2
  special education                                                                    
  students in the                                                                      
  classroom                                                                            

  Percentage of special                                                                
  education students                                                                   
  with:                                                                                

  A special education   19.6%       18.2%      15.8%      20.5%             15.6%      9.9%
  teacher in the                                                                       
  classroom                                                                            

  A classroom aide,     35.5%       30.3%      28.2%      28.4%             31.9%      40.4%
  one-on-one                                                                           
  instructional                                                                        
  assistant or other                                                                   
  specialist in the                                                                    
  classroom                                                                            

  Special education                                                                    

  Average number of     7.2         6.4        4.8        5.8               7.9        6.5
  special education                                                                    
  students                                                                             

  Percentage of special                                                                
  education students                                                                   
  with:                                                                                

  A regular education   2.2%        4.2%       5.4%       5.5%              1.7%       1.3%
  teacher in the                                                                       
  classroom                                                                            

  A classroom aide,     66.6%       56.9%      65.3%      59.1%             61.2%      61.5%
  one-on-one                                                                           
  instructional                                                                        
  assistant or other                                                                   
  specialist in the                                                                    
  classroom                                                                            
  --------------------- ----------- ---------- ---------- ----------------- ---------- ----------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 5,415 respondents.

For elementary and middle-school students with disabilities in regular
language arts education classes, class size increases only slightly with
income (22 students in classes with household incomes of \$25,000 or
less, compared with 23 students in classes with income above \$50,000);
however, the average number of special education students remains about
the same.

In elementary and middle-school special education classes, average class
size decreases with income (seven students in classes with household
incomes of \$25,000 or less compared with five students in classes with
incomes above \$50,000.)

Elementary and middle-school students from the three household income
groups do not differ greatly in terms of the staff in their classrooms,
except that the percentage of students in special education settings
with a regular education teacher in the classroom is double for students
from high-end households (5.4 percent) versus low-end (2.2 percent).

One difference among elementary and middle-school students with
disabilities of the various race/ethnicities in regular education
language arts classes is that Hispanic students are less likely than
white students to have a special education teacher in the classroom (20
percent vs. 10 percent).

To what extent are curriculum modifications provided to secondary
students with disabilities in regular education academic classes?

Figure 1-34. Extent of curriculum modification for secondary school
students with disabilities in regular education academic classes:
2001-02

  ----------------------------------------------- -----------------------
                                                  Percent

  Some modification                               52

  Substantial modification                        11

  Specialized curriculum                          2

  Unmodified                                      35
  ----------------------------------------------- -----------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,565 respondents.

Sixty-five percent of secondary students with disabilities who take
regular education academic classes in the regular classroom receive some
degree of modification to the curriculum in those classes.

Substantial modification or a specialized curriculum is fairly uncommon;
13 percent of secondary students with disabilities have that degree of
modification to their curriculum in regular education academic classes.

What types of services do schools provide to secondary students with
disabilities?

Figure 1-35. Services received by secondary students with disabilities
from schools, by type of service: 2001-02

  ---------------------------------------------------- ------------------
  Services                                             Percent

  Service coordinator/case manager                     26

  Mental health services                               20

  Speech/language therapy                              14

  Behavioral intervention/specialist                   13

  Social work services                                 12

  Special transport                                    9

  Adaptive physical education                          9

  Services provided to student's family                8

  Assistive technology services/devices                8

  Health services                                      6

  Occupational therapy                                 4

  Physical therapy                                     3

  Communication services                               3

  Mobility training                                    2

  Vision services                                      1

  Audiology                                            2
  ---------------------------------------------------- ------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,511 respondents.

Only service coordination/case management and mental health services are
provided to 20 percent or more of secondary students with disabilities
in a given school year.

Between 12 percent and 14 percent of secondary students with
disabilities receive speech/language therapy services, behavioral
interventions or social work services during a school year.

Special transportation, adaptive physical education, assistive
technology services or devices and services to secondary students'
families are received by 8 percent and 9 percent of students with
disabilities.

NLTS2 also reported that mental health services are provided for 49
percent of students with serious emotional disturbance; vision services
are provided for 78 percent of students with visual impairments and 51
percent of students with deaf-blindness; special transportation services
are provided for 57 percent of students with orthopedic impairments;
communication services are provided for 61 percent of students with
deaf-blindness and 56 percent of students with hearing impairments; and
speech or language therapy services are provided for 67 percent of
students with autism and 64 percent of students with speech impairments.

What types of supports are provided to secondary students with
disabilities?

Figure 1-36. Social adjustment supports received by secondary students
with disabilities, by type of support: 2001-02

  ------------------------------------------------------ ----------------
  Supports                                               Percent

  Substance abuse education or treatment                 39

  Conflict resolution/anger management or violence       27
  prevention program                                     

  Mental health services                                 20

  Behavioral interventionist services                    13

  Behavior management plan                               13

  Social work services                                   12
  ------------------------------------------------------ ----------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,635 respondents.

Substance abuse prevention education or substance abuse treatment is
provided to almost four of 10 secondary students with disabilities
through their schools. More than one-fourth (27 percent) participate in
conflict resolution, anger management or violence prevention programs at
school.

Mental health services are provided to 20 percent of secondary school
students with disabilities at or through their schools.

One in eight secondary students with disabilities receives behavioral
intervention services, behavioral management planning and social work
services.

What percentage of students with disabilities receive social adjustment
supports in the form of mental health services and behavior management
planning?

Figure 1-37. Receipt of social adjustment supports in the form of mental
health services and behavior management planning by secondary students
with disabilities, by disability category: 2001-02

  --------------------------------------------------- -------------------
  Disability                                          Percent

  Learning disabilities                               

  Mental health services                              15

  Behavior management plan                            6

  Speech impairments                                  

  Mental health services                              16

  Behavior management plan                            3

  Mental retardation                                  

  Mental health services                              15

  Behavior management plan                            13

  Emotional disturbance                               

  Mental health services                              49

  Behavior management plan                            55

  Multiple disabilities                               

  Mental health services                              22

  Behavior management plan                            17

  Hearing impairments                                 

  Mental health services                              18

  Behavior management plan                            5

  Orthopedic impairments                              

  Mental health services                              12

  Behavior management plan                            5

  Other health impairments                            

  Mental health services                              17

  Behavior management plan                            14

  Visual impairments                                  

  Mental health services                              16

  Behavior management plan                            4

  Autism                                              

  Mental health services                              22

  Behavior management plan                            35

  Traumatic brain injury                              

  Mental health services                              22

  Behavior management plan                            11

  Deaf-blindness                                      

  Mental health services                              37

  Behavior management plan                            19
  --------------------------------------------------- -------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 5,630 respondents.

Some secondary students in all disability categories receive mental
health services and/or have behavior management plans to assist in their
behavioral and social adjustment.

Social adjustment supports are most likely to be provided to students
with disabilities who have a pronounced social adjustment
component─those in the primary disability categories of serious
emotional disturbance (49 percent receive mental health services and 55
percent have behavior management plans) or autism (22 percent and 35
percent receive these supports, respectively).

Participation by Students with Disabilities in Classroom Activities

How do the types of reading/language arts activities in which elementary
and middle-school students with disabilities participate differ by
instructional setting?

Figure 1-38. Participation in reading/language arts activities by
elementary and middle-school students with disabilities, by
instructional setting: 2001

  --------------------------------------------------- -------------------
  Activity                                            Percent

  Practices/learns vocabulary                         

  Regular education                                   61.4

  Special education                                   69.9

  Reads silently                                      

  Regular education                                   60.7

  Special education                                   38.5

  Completes a writing assignment                      

  Regular education                                   59.4

  Special education                                   48.7

  Reads literature                                    

  Regular education                                   49.0

  Special education                                   32.3

  Reads informational materials                       

  Regular education                                   39.5

  Special education                                   27.7

  Reads aloud                                         

  Regular education                                   37.1

  Special education                                   58.1

  Practices phonics or phonemic skills                

  Regular education                                   30.1

  Special education                                   55.7

  Sight word reading                                  

  Regular education                                   27.8

  Special education                                   47.2
  --------------------------------------------------- -------------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 6,024 respondents.

In language arts classes in regular education classrooms, the most
common reading activities for elementary and middle-school students with
disabilities are learning or practicing vocabulary, reading silently or
completing writing assignments. Approximately 60 percent of elementary
and middle-school students with disabilities engage in these activities
frequently. Somewhat less common activities are reading literature,
followed by reading informational materials and reading aloud. The least
common activities are phonics or phonemic skills practice and sight word
reading; approximately 30 percent of elementary and middle-school
students with disabilities engage in these activities frequently.

In language arts classes in special education classrooms, learning and
practicing vocabulary words is the most common reading activity, with
approximately 70 percent of elementary and middle-school students
engaging in this activity frequently. Reading aloud and practicing
phonics or phonemic skills are somewhat less common, yet more than half
of the elementary and middle-school students in these settings engage in
these activities frequently. Completing writing assignments and sight
word reading are still less common, followed by reading silently. Least
common are reading literature or reading informational materials, with
approximately 30 percent of elementary and middle-school students with
disabilities engaging in these activities frequently.

How do the types of reading/language arts activities in which elementary
and middle-school students with disabilities participate differ by
disability category?

Table 1-13. Participation in reading/language arts activities by
elementary and middle-school students with disabilities, by disability
category and instructional setting: 2001

  ----------------- ----------- ---------- ------------- ------------ ---------------- ---------- ------------- ------ ---------
                    Regular                                                                                            
                    education                                                                                          

  Disability        Read aloud  Read       Complete      Read         Read             Practice   Practice             Sight
                                silently   writing       literature   informa-tional   phonics or vocabu-lary          word
                                           assign-ment                materials        phonemic                        reading
                                                                                       skills                          

                    Percent                                                                                            

  Learning          25.8        50.9       55.2          48.1         36.6             22.6       59.0          20.9   
  disabilities                                                                                                         

  Speech/language   46.8        70.9       66.2          51.3         44.0             36.5       64.8          33.7   
  impairments                                                                                                          

  Mental            21.6        28.7       28.6          23.7         21.1             38.1       45.5          35.2   
  retardation                                                                                                          

  Serious emotional 29.0        51.6       41.0          44.8         26.4             19.6       52.0          18.0   
  disturbance                                                                                                          

  Multiple          36.7        58.5       53.6          40.4         28.1             55.6       59.1          23.4   
  disabilities                                                                                                         

  Hearing           37.4        55.0       64.7          53.7         47.3             26.0       62.0          28.9   
  impairments                                                                                                          

  Orthopedic        37.7        63.1       57.3          51.5         36.1             35.9       62.5          33.0   
  impairments                                                                                                          

  Other health      31.0        51.7       55.5          45.8         33.8             17.8       61.0          18.9   
  impairments                                                                                                          

  Visual            36.4        62.8       59.9          52.5         45.4             30.1       61.3          23.2   
  impairments                                                                                                          

  Autism            42.3        51.4       34.6          53.7         40.1             28.8       58.0          32.9   

  Traumatic brain   39.2        41.0       59.5          43.2         21.1             22.0       43.5          19.4   
  injury                                                                                                               
  ----------------- ----------- ---------- ------------- ------------ ---------------- ---------- ------------- ------ ---------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 2,605 respondents.

Table 1-13. Participation in reading/language arts activities by
elementary and middle-school students with disabilities, by disability
category and instructional setting: 2001 (continued)

  ----------------- ----------- ---------- ------------- ------------ ---------------- ---------- ------------- ---------
                    Special                                                                                     
                    education                                                                                   

  Disability        Read aloud  Read       Complete      Read         Read             Practice   Practice      Sight
                                silently   writing       literature   informa-tional   phonics or vocabu-lary   word
                                           assign-ment                materials        phonemic                 reading
                                                                                       skills                   

                    Percent                                                                                     

  Learning          59.9        43.8       54.5          37.2         32.6             53.5       69.1          41.0
  disabilities                                                                                                  

  Speech/language   71.6        35.7       58.1          39.5         26.1             72.4       76.2          49.2
  impairments                                                                                                   

  Mental            49.8        27.4       35.9          18.1         17.1             62.0       73.1          61.5
  retardation                                                                                                   

  Serious emotional 62.2        48.8       47.4          33.5         33.5             51.9       72.0          49.6
  disturbance                                                                                                   

  Multiple          44.6        26.0       35.2          28.3         23.3             48.3       63.7          47.2
  disabilities                                                                                                  

  Hearing           51.6        43.1       43.0          25.8         22.8             31.7       80.4          57.2
  impairments                                                                                                   

  Orthopedic        49.3        34.2       37.0          27.6         22.2             54.0       62.7          46.9
  impairments                                                                                                   

  Other health      54.3        35.2       41.7          28.3         25.3             42.2       57.9          42.8
  impairments                                                                                                   

  Visual            46.8        22.2       34.5          21.4         18.3             50.1       61.1          42.6
  impairments                                                                                                   

  Autism            37.3        20.9       26.6          16.2         14.8             39.5       57.1          44.3

  Traumatic brain   54.7        34.8       47.0          26.7         14.0             51.6       70.0          53.4
  injury                                                                                                        
  ----------------- ----------- ---------- ------------- ------------ ---------------- ---------- ------------- ---------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 3,387 respondents.

In regular education classrooms, practicing vocabulary is one of the
most common language arts activities for elementary and middle-school
students in all disability categories. Reading silently and completing
writing assignments also are among the most common activities for
elementary and middle-school students in most disability categories,
followed by reading literature and reading aloud. Sight word reading,
practicing phonics or phonemic skills and reading informational
materials are the least common activities for elementary and
middle-school students in most disability categories.

In regular education classrooms, the patterns of language arts
activities for elementary and middle-school students with mental
retardation or multiple disabilities differ from those for elementary
and middle-school students in other disability categories. Practicing
phonics or phonemic skills is among the most common activities for these
students. In addition, elementary and middle-school students with mental
retardation differ from all other groups in that they are the least
likely to engage in five of the eight activities investigated.

In special education classrooms, practicing vocabulary is the most
common activity, and reading informational materials is the least common
activity for elementary students in every disability category.
Completing writing assignments and practicing phonics or phonemic skills
also are among the most common activities for elementary students in
most disability categories, whereas reading literature is among the
least common.

In special education classrooms, elementary and middle-school students
with autism are the least likely to engage in all eight reading/language
arts activities investigated, whereas elementary and middle-school
students with speech/language impairments are among the most likely to
engage in five of the eight activities.

In what types of classroom activities do secondary students with
disabilities participate?

Figure 1-39. Participation in classroom activities by secondary students
with disabilities in regular education academic classes: 2001-02

  ------------------------------------------------- ---------------------
  Activity                                          Percent

  Responds orally to questions                      

  Students with disabilities                        

  Never/rarely                                      20

  Sometimes                                         43

  Often                                             37

  Other students                                    

  Never/rarely                                      1

  Sometimes                                         32

  Often                                             67

  Presents to class or group                        

  Students with disabilities                        

  Never/rarely                                      50

  Sometimes                                         43

  Often                                             7

  Other students                                    

  Never/rarely                                      37

  Sometimes                                         54

  Often                                             9

  Works independently                               

  Students with disabilities                        

  Never/rarely                                      8

  Sometimes                                         43

  Often                                             49

  Other students                                    

  Never/rarely                                      2

  Sometimes                                         41

  Often                                             57

  Works with a peer or partner                      

  Students with disabilities                        

  Never/rarely                                      12

  Sometimes                                         52

  Often                                             36

  Other students                                    

  Never/rarely                                      6

  Sometimes                                         52

  Often                                             42
  ------------------------------------------------- ---------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,539 respondents.

Several of the ways in which secondary students with disabilities
participate in regular education classes vary from those of other
students. For example, 37 percent of secondary students with
disabilities respond orally to questions often, compared with 67 percent
of other students in class. Compared with other students in class,
secondary students with disabilities also are much more likely to
"rarely or never" present to a class or group (50 percent vs. 37
percent).

To what extent are print materials used by secondary students with and
without disabilities?

Figure 1-40. Use of print materials by secondary students with
disabilities in regular education academic classes and their classmates
without disabilities: 2001-02

  --------------------------------------------------- -------------------
  Print materials                                     Percent

  Textbooks, worksheets, workbooks                    

  Students with disabilities                          

  Never/rarely                                        3

  Sometimes                                           14

  Often                                               83

  Other students                                      

  Never/rarely                                        2

  Sometimes                                           13

  Often                                               85

  Print supplements to textbooks                      

  Students with disabilities                          

  Never/rarely                                        34

  Sometimes                                           40

  Often                                               26

  Other students                                      

  Never/rarely                                        32

  Sometimes                                           41

  Often                                               27
  --------------------------------------------------- -------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,577 respondents.

Textbooks, worksheets and workbooks are used "often" for the large
majority of both secondary students with disabilities and other students
in regular education academic classes (83 percent and 85 percent)

The frequency with which secondary students with disabilities and other
students in class use various print materials is quite similar.

In what educational experiences outside the regular education academic
classroom do secondary students with disabilities participate?

Figure 1-41. Educational experiences outside the classroom of secondary
students with disabilities and other students taking regular education
academic classes: 2001-02

  --------------------------------------------------------- -------------
  Experiences                                               Percent

  School-based instructional experience (e.g., library,     
  computer lab)                                             

  Students with disabilities                                

  Never/rarely                                              32

  Sometimes                                                 52

  Often                                                     16

  Other students                                            

  Never/rarely                                              31

  Sometimes                                                 53

  Often                                                     16

  Field trips                                               

  Students with disabilities                                

  Never/rarely                                              78

  Sometimes                                                 19

  Often                                                     3

  Other students                                            

  Never/rarely                                              80

  Sometimes                                                 18

  Often                                                     2

  Community-based instruction/experience                    

  Students with disabilities                                

  Never/rarely                                              90

  Sometimes                                                 8

  Often                                                     2

  Other students                                            

  Never/rarely                                              90

  Sometimes                                                 8

  Often                                                     2
  --------------------------------------------------------- -------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,520 respondents.

Secondary students with disabilities taking regular education academic
classes are as likely as other students to take part in education
experiences outside the classroom.

Educational experiences off the school campus (i.e., field trips or
community-based instruction/experiences) are rare both for secondary
students with disabilities and other students taking regular education
academic classes.

How do the experiences of secondary students with disabilities in
regular education vocational classes compare with those of other
students?

Figure 1-42. Secondary students with disabilities in regular education
vocational classes whose experiences are the same as those of other
students in class: 2001-02

  ------------------------------------------ ----------------------------
  Experience                                 Percent

  Curriculum                                 86

  Instructional materials                    92

  Class activities                           92

  Instructional groups                       86
  ------------------------------------------ ----------------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 1,546 respondents.

A total of 86 percent to 92 percent of secondary students with
disabilities who are in regular education vocational classes have
curricula, instructional materials and groupings, and class activities
that are reported by teachers to be the same as other students in the
class.

Secondary students with mental retardation, autism, or multiple
disabilities differed the most from other students in their regular
education vocational class with respect to experiences with curricula,
instructional materials and groupings, and class activities (NLTS2).

Performance of Students with Disabilities

How do the functional abilities of elementary and middle-school students
with disabilities differ by language arts instructional settings?

Table 1-14. Functional abilities of elementary and middle-school
students with disabilities in language arts classes, by instructional
setting: 2001

  -------------------------------- ------------------- -------------------
                                   Primary language    
                                   arts instructional  
                                   setting             

                                   Regular education   Special education

  Level of performance:            Percent             

  Self-care skills \[The level of                      
  self-care skills was based on                        
  parents' ratings of how well                         
  students feed and dress                              
  themselves independently and get                     
  around to nearby places outside                      
  the home.\]                                          

  High                             85.0                66.0

  Medium                           14.5                30.1

  Low                              0.5                 3.9

  Functional cognitive skills                          
  \[The level of functional                            
  cognitive skills was based on                        
  parents' ratings of how well                         
  students can tell time on a                          
  clock with hands, count change,                      
  read common signs and look up                        
  telephone numbers and use the                        
  phone.\]                                             

  High                             32.0                15.0

  Medium                           62.7                63.5

  Low                              5.3                 21.6

  Social skills \[The level of                         
  social skills was based on                           
  parents' ratings of how often                        
  students exhibit a variety of                        
  social skills related to                             
  cooperation, self-control and                        
  assertion.\]                                         

  High                             23.9                15.2

  Medium                           69.2                67.4

  Low                              6.9                 17.4

  Percentage reportedd to speak:                       

  As well as other same-age        57.6                51.7
  children                                             

  With "a little trouble"          39.1                34.7

  With "a lot of trouble" or not   3.4                 13.6
  at all                                               

  Percentage reportedd to                              
  understand others:                                   

  As well as other same-age        66.3                42.1
  children                                             

  With "a little trouble"          29.6                43.9

  With "a lot of trouble" or not   4.0                 14.9
  at all                                               

  Percentage whose health is                           
  reported \[Reports made by                           
  parents.\] as:                                       

  Excellent or very good           81.8                63.8

  Good                             13.5                24.1

  Fair or poor                     4.3                 12.1
  -------------------------------- ------------------- -------------------

Source: SEELS School Program Survey, 2001.

Displayed results were collected from 4,434 respondents.

Elementary and middle-school students with disabilities in both special
education and regular education language arts classes exhibit a range of
functional abilities; both high- and low-functioning students are
instructed in each setting.

Elementary and middle-school students in special education settings for
language arts are more likely than elementary and middle-school students
with disabilities in regular education classes to have lower levels of
self-care skills and functional cognitive skills and to have more
limited social skills.

Although elementary and middle-school students in the two settings are
about equally likely to speak as well as other children of their age,
parents of elementary and middle-school students in special education
settings are much less likely to report that their children understand
what other people say to them.

Special education language arts settings are more likely than regular
education classes to include elementary and middle-school students with
disabilities who are in fair or poor health.

What are teachers' perceptions regarding the appropriateness of the
placement of secondary students with disabilities in regular education
classes?

Figure 1-43. Secondary teachers' perception of the appropriateness of
placement of students with disabilities in their regular education
classes: 2001-02

  -------------------------------------------------------- --------------
                                                           Percent

  Vocational class                                         

  Very appropriate                                         86

  Somewhat appropriate                                     13

  Not appropriate \[The label "not appropriate" refers to  1
  the combined responses "not very appropriate" and "not   
  at all appropriate."\]                                   

  Academic class                                           

  Very appropriate                                         66

  Somewhat appropriate                                     26

  Not appropriate \[The label "not appropriate" refers to  8
  the combined responses "not very appropriate" and "not   
  at all appropriate."\]                                   
  -------------------------------------------------------- --------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 4,159 respondents.

A total of 86 percent of secondary students with disabilities in regular
education vocational classes and 66 percent in regular education
academic classes have teachers who report their placement in the class
is "very appropriate."

A small percentage of secondary students with disabilities in regular
education classes have teachers who report their placement is "not
appropriate" (1 percent and 8 percent for regular education vocational
and academic classes, respectively).

Placements of secondary students with mental retardation, multiple
disabilities, serious emotional disturbance and traumatic brain injury
were most frequently rated by their teachers as "not appropriate" (NLTS2
School Program Survey).

How do students with disabilities perform academically?

Table 1-15. Average scores and skill levels \[Scores on the NAEP reading
assessment fall on a 0-500 point scale delineated by three skill levels:
Basic, Proficient and Advanced.\] on NAEP reading assessment for
students with disabilities and those without in grades 4 and 8: 2003

  ---------------------- ------------ ------------ ------------ ------------
  Grade 4 average (mean)                                        
  scale scores and                                              
  percent at or above                                           
  basic and at or above                                         
  proficient                                                    

                         N            Mean         Percent at   Percent at
                                                   or above     or above
                                                   basic        proficient

  Students with          18,109       185          29           9
  disabilities \[Results                                        
  for the sample of                                             
  students with                                                 
  disabilities cannot be                                        
  generalized to the                                            
  total population of                                           
  students with                                                 
  disabilities because                                          
  schools specifically                                          
  for children with                                             
  disabilities are not                                          
  included in the NAEP                                          
  sample, and many                                              
  children with                                                 
  disabilities who do                                           
  attend schools in the                                         
  sample are excluded                                           
  from testing.\]                                               

  Students without       169,027      221          67           34
  disabilities                                                  
  ---------------------- ------------ ------------ ------------ ------------

  ---------------------- ------------ ------------ ------------ ------------
  Grade 8 average (mean)                                        
  scale scores and                                              
  percent at or above                                           
  basic and at or above                                         
  proficient                                                    

                         N            Mean         Percent at   Percent at
                                                   or above     or above
                                                   basic        proficient

  Students with          15,144       225          32           6
  disabilities \[Results                                        
  for the sample of                                             
  students with                                                 
  disabilities cannot be                                        
  generalized to the                                            
  total population of                                           
  students with                                                 
  disabilities because                                          
  schools specifically                                          
  for children with                                             
  disabilities are not                                          
  included in the NAEP                                          
  sample, and many                                              
  children with                                                 
  disabilities who do                                           
  attend schools in the                                         
  sample are excluded                                           
  from testing.\]                                               

  Students without       139,552      267          78           35
  disabilities                                                  
  ---------------------- ------------ ------------ ------------ ------------

Source: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2003, 2002 and 2000 Reading Assessments.

Students with disabilities in both grade 4 and grade 8 scored lower on
the NAEP reading assessment than did students without disabilities.

On the fourth-grade NAEP assessment, smaller percentages of students
with disabilities scored at or above basic (29 percent) and at or above
proficient (9 percent) than students without disabilities (67 percent
and 34 percent, respectively).

On the eighth-grade NAEP reading assessment, 32 percent of students with
disabilities scored at or above basic, as compared to 78 percent of
students without disabilities. Six percent of students with disabilities
scored at or above proficient as compared to 35 percent of students
without disabilities.

Table 1-16. Average scores and skill levels \[Scores on the NAEP
mathematics assessment fall on a 0-500 point scale delineated by three
skill levels: Basic, Proficient and Advanced.\] on NAEP mathematics
assessment for students with disabilities and those without in grades 4
and 8: 2003

  ---------------------- ------------ ------------ ------------ ------------
  Grade 4 average scale                                         
  scores (mean) and                                             
  percent at or above                                           
  basic and at or above                                         
  proficient                                                    

                         N            Mean         Percent at   Percent at
                                                   or above     or above
                                                   basic        proficient

  Students with          21,996       214          51           13
  disabilities \[Results                                        
  for the sample of                                             
  students with                                                 
  disabilities cannot be                                        
  generalized to the                                            
  total population of                                           
  students with                                                 
  disabilities because                                          
  schools specifically                                          
  for children with                                             
  disabilities are not                                          
  included in the NAEP                                          
  sample, and many                                              
  children with                                                 
  disabilities who do                                           
  attend schools in the                                         
  sample are excluded                                           
  from testing.\]                                               

  Students without       167,685      237          80           35
  disabilities                                                  
  ---------------------- ------------ ------------ ------------ ------------

  ---------------------- ------------ ------------ ------------ ------------
  Grade 8 average scale                                         
  scores (mean) and                                             
  percent at or above                                           
  basic and at or above                                         
  proficient                                                    

                         N            Mean         Percent at   Percent at
                                                   or above     or above
                                                   basic        proficient

  Students with          17,011       242          29           6
  disabilities \[Results                                        
  for the sample of                                             
  students with                                                 
  disabilities cannot be                                        
  generalized to the                                            
  total population of                                           
  students with                                                 
  disabilities because                                          
  schools specifically                                          
  for children with                                             
  disabilities are not                                          
  included in the NAEP                                          
  sample, and many                                              
  children with                                                 
  disabilities who do                                           
  attend schools in the                                         
  sample are excluded                                           
  from testing.\]                                               

  Students without       135,812      282          73           31
  disabilities                                                  
  ---------------------- ------------ ------------ ------------ ------------

Source: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2003, 2002 and 2000 Reading Assessments.

Students with disabilities in both grade 4 and grade 8 scored lower on
the NAEP mathematics assessment than did students without disabilities.

On the fourth-grade NAEP mathematics assessment, just over half of the
students with disabilities scored at or above basic, as compared to 80
percent of students without disabilities. Thirteen percent of students
with disabilities and 35 percent of students without disabilities scored
at or above proficient.

On the eighth-grade NAEP mathematics assessment, 29 percent of students
with disabilities scored at or above basic, as compared to 73 percent of
students without disabilities. Six percent of students with disabilities
scored at or above proficient, as compared to 31 percent of students
without disabilities.

Establishing Accountability Systems to Include Students with
Disabilities

To what extent have school districts established the same content
standards for students with and without disabilities?

Table 1-17. Districts with various types of content standards \[Content
standards describe what students should know and be able to do in the
core academic subjects.\] for students with and without disabilities, by
subject area: 1999-2000 and 2002-03

  --------------------- ------------- ----------- ----------- ----------- ----------- ----------- ----------- -----------
                        Mathematics               English                 Science                 Social      
                                                                                                  Studies     

                        1999-2000     2002-2003   1999-2000   2002-2003   1999-2000   2002-2003   1999-2000   2002-2003

                        Percent                                                                               

  Same standards for    45.3          92.7        45.1        92.7        44.4        90.0        42.6        90.0
  all students                                                                                                

  Different standards   37.2          1.0         38.2        1.0         36.7        0.6         37.6        0.6
  for students with                                                                                           
  disabilities                                                                                                

  Decision pending on   10.3          0.1         10.3        0.1         10.5        0.1         10.5        0.1
  standards for                                                                                               
  students with                                                                                               
  disabilities                                                                                                

  No standards for any  7.3           0.1         6.4         0.1         8.5         1.4         9.3         4.6
  students                                                                                                    

  Missing data          0.0           6.0         0.0         6.0         0.0         7.8         0.0         4.5
  --------------------- ------------- ----------- ----------- ----------- ----------- ----------- ----------- -----------

Source: SLIIDEA District Survey, 2002-03.

Note: Percentages were calculated with the number missing included in
the denominator in order to allow tracking of change over time.

Displayed results were collected from 959 school districts.

In 1999-2000, 43 percent to 45 percent of the districts had adopted the
same content standards in mathematics, English, science and social
studies for students with and without disabilities.

In 1999-2000, in each subject area, about a third of districts had
different standards for students with disabilities; 10 percent had made
no decision on standards for any students, and 10 percent had made no
decision on separate standards for students with disabilities.

By 2002-2003, the adoption of the same content standards for all
students had doubled, going from a range of 43 percent to 45 percent to
a range of 90 percent to 93 percent.

What policy tools do states and districts have to promote the
participation of students with disabilities in accountability systems?

Table 1-18. States and districts that have developed written guidelines
on the participation of students with disabilities in accountability
systems: 2002-03

  ---------------------------------------------- ------------- ------------
                                                 States \[50   Districts
                                                 states and    
                                                 the District  
                                                 of            
                                                 Columbia.\]   

  Percentage with guidelines on:                 Percent       

  Participation in assessments \[Assessments     98            92
  include any assessments used by the state or                 
  district.\]                                                  

  Use of accommodations in testing               100           94

  Use of alternate assessments                   100           86

  All of the above: participation,               98            83
  accommodations and alternate assessments                     
  ---------------------------------------------- ------------- ------------

Source: SLIIDEA State and District Surveys, 2002-03.

Displayed state-level results were collected from the 50 states and the
District of Columbia; district results were based on 959 school
districts.

By 2002-03, all of the 51 states had provided written guidelines to
their districts and schools on the use of accommodations in testing and
on the use of alternate assessments for students with disabilities, and
all but one state had provided guidelines on the participation of
students with disabilities in state or district assessments.

Over 90 percent of districts had developed written guidelines on
participation of students with disabilities in assessments and on the
use of accommodations in assessments (92 percent and 94 percent,
respectively). Districts without their own guidelines on these two
topics, however, were in states that provided the guidelines to them and
to their schools.

Slightly fewer districts (86 percent) had developed written guidelines
on the use of alternate assessments. Since states did provide guidelines
on this topic, these districts were covered by state guidelines.

Eighty-three percent of districts had developed written guidelines in
all three areas.

To what extent do states and districts use resources to support students
with disabilities in accountability systems?

Table 1-19. States and districts that received and/or provided resources
\[Resources were most often in the form of technical assistance.\] for
assessment \[Assessments include any assessments used by the state or
district.\] of students with disabilities: 2002-03

  --------------------------- -------------- -------------- --------------
  Resource targeted           States         Districts      Districts
                              providing      receiving      providing

                              Percent                       

  Increase participation of   84.3           43.4           44.2
  students with IEPs in                                     
  assessments                                               

  Improve performance of      80.0           31.9           34.4
  students with IEPs on                                     
  assessments                                               
  --------------------------- -------------- -------------- --------------

Source: SLIIDEA State and District Surveys, 2002-03.

Displayed state-level results were collected from the 50 states and the
District of Columbia; district results were based on 959 school
districts.

In 2002-03, 80 percent or more of the states provided technical
assistance to increase participation of students with disabilities in
assessments and improve performance in assessments.

Districts, in turn, provided resources to their schools for similar
purposes and in the same proportions as they had received them from
their states: 43.4 percent received resources from their states to
increase participation of students with disabilities on assessments, and
44.2 percent of districts provided resources to their schools for the
same purpose. In addition, nearly a third of the districts (31.9
percent) received resources from the state to improve performance on
assessments, and 34.4 percent provided resources to schools to improve
performance.

How do districts use academic performance data of students with
disabilities?

Table 1-20. Districts that used data on academic performance
\[Assessments include any assessments used by the state or district.\]
of students with disabilities for different purposes: 2002-03

  -------------------------------------------------------- --------------
  Districts                                                Percent

  Percentage of districts with data on\                    88.8
  academic performance of students with disabilities       

  Of those districts with data, the percentage that:       

  Use data for program evaluation                          77.0

  Use data for planning professional development           49.7
  -------------------------------------------------------- --------------

Source: SLIIDEA District Survey, 2002-03.

Displayed results were collected from 959 school districts.

Education reforms have encouraged schools to use their own data,
including student academic performance data, for self-study and
improvement. Use of performance data on students with disabilities is a
positive indicator of improved accountability under IDEA. In 2002-03,
88.8 percent of districts collected or had access to academic
performance data on their students with disabilities.

Districts that had access to data on the performance of students with
disabilities used the data primarily for program evaluation.

To what extent do districts provide professional development on the
participation of students with disabilities in assessments?

Table 1-21. Districts that provided professional development on the
participation of students with disabilities in assessments \[Assessments
include any assessments used by the state or district.\]: 2002-03

  -------------------------------- -------------- -------------- ------------
                                                  Of those       
                                                  providing, the 
                                                  percentage\    
                                                  in which:      

  Topic of professional            Professional   Professional   Follow-up
  development                      development    development    was provided
                                   was provided   was less than  
                                                  8 hours        

  Improving both participation and 74.2           72.2           67.6
  performance on assessments                                     

  Administration and use of        70.0           73.2           67.9
  alternate assessments                                          
  -------------------------------- -------------- -------------- ------------

Source: SLIIDEA District Survey, 2002-03.

Displayed results were collected from 959 school districts.

In 2002-03, nearly three-fourths of all districts (74.2 percent)
provided professional development to school staff to improve
participation and performance of students with disabilities, including
the use of accommodations in testing.

Seventy percent of districts provided professional development on the
administration and use of alternate assessments.

In districts that provided professional development, 72 percent to 73
percent provided less than eight hours. Two-thirds of those districts
(about 68 percent) also provided follow-up, which research has shown is
critical to teachers' classroom implementation of the strategies
learned.

Postsecondary Goals

What are the post-high-school goals of secondary students with
disabilities?

Figure 1-44. Primary post-high-school goals of secondary students with
disabilities: 2001-02

  ----------------------------------------------------- -----------------
  Goals                                                 Percent

  2- or 4-year college                                  47

  Postsecondary vocational training                     40

  Competitive employment                                53

  Supported employment                                  8

  Sheltered employment                                  5

  Live independently                                    50

  Maximize functional independence                      20

  Enhance social/interpersonal relationships            25
  ----------------------------------------------------- -----------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 4,193 respondents.

Attending two- or four-year college is a transition goal for 47 percent
of secondary students with disabilities. Further information is provided
in figure 1-48.

Finding competitive employment is the most commonly stated primary
transition goal for secondary students with disabilities; 53 percent
have such a goal. Secondary students with disabilities most likely to
have this goal are those with serious emotional disturbance (58 percent)
or learning disabilities (57 percent); secondary students with
disabilities least likely to have this goal are those with autism (22
percent) or multiple disabilities (27 percent) (NLTS2).

NLTS2 also showed the following:

Forty percent of secondary students with disabilities have a goal of
acquiring postsecondary vocational training to enhance their
employability. Secondary students with disabilities most likely to have
this goal are those with serious emotional disturbance (44 percent),
learning disabilities (43 percent) or speech impairments (43 percent);
secondary students with disabilities least likely to have this goal are
those with multiple disabilities (16 percent) or autism (18 percent).

Supported employment is a goal for 8 percent of secondary students with
disabilities. Secondary students with disabilities most likely to have
this goal are those with autism (39 percent) or multiple disabilities
(35 percent); secondary students with disabilities least likely to have
this goal are those with learning disabilities (2 percent) or other
health impairments (6 percent).

Sheltered employment is a goal for 5 percent of secondary students with
disabilities. Secondary students with disabilities most likely to have
this goal are students with autism (39 percent) or multiple disabilities
(31 percent); secondary students with disabilities least likely to have
this goal are those with learning disabilities (1 percent) or speech
impairments (2 percent).

Half of secondary students with disabilities have a primary transition
goal of living independently (50 percent), and one-fifth seek to
maximize their functional independence.

One-fourth of secondary students with disabilities have a transition
goal related to enhancing social/interpersonal relationships.

How does the percentage of secondary students with disabilities who have
the goal of attending college differ by disability category?

Figure 1-45. Secondary students with disabilities who have the goal of
attending a two- or four-year college, by disability category: 2001-02

  ------------------------------------------------- ---------------------
  Disability                                        Percent

  All categories                                    47

  Learning disabilities                             54

  Speech impairments                                57

  Mental retardation                                10

  Emotional disturbance                             44

  Multiple disabilities                             14

  Hearing impairments                               61

  Orthopedic impairments                            57

  Other health impairments                          56

  Visual impairments                                72

  Autism                                            23

  Traumatic brain injury                            34

  Deaf-blindness                                    32
  ------------------------------------------------- ---------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 4,193 respondents.

Some secondary students in every disability category have a primary
transition goal of attending a two- or four-year college.

More than half of secondary school students in the categories of
learning disabilities or speech, hearing, visual, orthopedic or other
health impairments have a primary transition goal of attending a two- or
four-year college.

How does the percentage of secondary students with disabilities taking
official college entrance exams differ by disability category?

Figure 1-46. Age-eligible \[Age-eligible students are those in the 10th
grade and above.\] secondary students with disabilities taking college
entrance exams, \[Includes PSATs, SATs or other college entrance
examinations.\] by disability category: 2001-02

  ------------------------------------------------- ---------------------
  Disability                                        Percent

  All categories                                    14

  Learning disabilities                             17

  Speech impairments                                15

  Mental retardation                                4

  Emotional disturbance                             11

  Multiple disabilities                             2

  Hearing impairments                               36

  Orthopedic impairments                            17

  Other health impairments                          20

  Visual impairments                                37

  Autism                                            7

  Traumatic brain injury                            8

  Deaf-blindness                                    17
  ------------------------------------------------- ---------------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 4,036 respondents.

Taking college entrance examinations is much more common among students
with hearing or visual impairments (36 percent and 37 percent) than
among students with mental retardation, autism, traumatic brain
injuries, or multiple disabilities (8 percent or fewer).

In what types of work-related activities do secondary students with
disabilities participate?

Figure 1-47. Participation in job training and work-related activities
by secondary students with disabilities: 2001-02

  ------------------------------------------------------ ----------------
  Activity                                               Percent

  Career skills assessment                               51

  Career counseling                                      44

  Job readiness training                                 36

  Job search instruction                                 36

  School-sponsored on- or off-campus work experience     25
  \[Work experience―both sponsored by school and not―is  
  recorded within a given semester, whereas the other    
  vocational activities could have occurred at any point 
  since starting high school.\]                          

  Job shadowing                                          19

  Work experience \[Work experience―both sponsored by    19
  school and not―is recorded within a given semester,    
  whereas the other vocational activities could have     
  occurred at any point since starting high school.\]    
  not sponsored by school                                

  None of these                                          18

  Job skills training                                    14

  Technical preparation program                          12

  Job coach                                              8

  Internship                                             2

  Entrepreneurship program                               1
  ------------------------------------------------------ ----------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 4,136 respondents.

One-fourth of secondary school students with disabilities take part in
school-sponsored work experience programs in a given semester.

Skills assessments, career counseling, job readiness training and job
search instruction are the only vocational services to have been
provided to sizable percentages of secondary students with disabilities
(from 36 percent to 51 percent).

According to school staff, 18 percent of secondary students with
disabilities have received none of these services since starting high
school. (NLTS2 School Program Survey, 2001-02)

What types of transition planning services are provided to secondary
students with disabilities?

Figure 1-48. Secondary students with disabilities whose schools
contacted outside agencies regarding post-high-school programs or
services: 2001-02

  ----------------------------------------------------- -----------------
  Contacted agencies                                    Percent

  2- or 4-year colleges                                 24

  Vocational training                                   24

  State VR agency                                       38

  Other vocational training programs                    26

  US military                                           15

  Potential employers                                   20

  Job placement programs                                24

  Supported employment programs                         14

  Sheltered workshops                                   7

  Mental health agencies                                11

  Social Security Administration                        12

  Supervised residential support programs               6

  Adult day programs                                    5

  Other social service agencies                         18

  Congregate care facilities/other institutions         2

  Other                                                 7
  ----------------------------------------------------- -----------------

Source: NLTS2 School Program Survey, 2001-02.

Displayed results were collected from 2,740 respondents.

The most commonly contacted agency as part of transition planning for
secondary students with disabilities is the state vocational
rehabilitation agency (38 percent of students have such contacts made on
their behalf).

On behalf of about one-fourth of secondary students with disabilities,
schools report making contact with colleges, vocational training
programs or agencies or job placement programs during the transition
planning process.

Contacts with other agencies are made for between 2 percent and 20
percent of secondary students with disabilities.

Trends in School Exiting and Transition

How has the graduation rate changed over time for students with
different disabilities?[^1]

Table 1-22. Students ages 14 and older with disabilities who graduated
with a standard diploma \[The percentage of students with disabilities
who exited school with a regular high school diploma and the percentage
who exit school by dropping out are performance indicators used by OSEP
to measure progress in improving results for students with disabilities.
The appropriate method for calculating graduation and dropout rates
depends on the question to be answered and is limited by the data
available. For reporting under the Government Performance and Results
Act (GPRA), OSEP calculates the graduation rate by dividing the number
of students age 14 and older who graduated with a regular high school
diploma by the number of students in the same age group who are known to
have left school (i.e., graduated with a regular high school diploma,
received a certificate-of-completion, reached the maximum age for
services, died, moved and are not known to be continuing in an education
program or dropped out). These calculations are presented here.\]:
1993-94 \[Data are based on a cumulative 12-month count.\] through
2001-02 \[Data are based on a cumulative 12-month count.\]

  -------------------------------------------------------------------------------------------------------------
  Disability        1993-\    1994-\   1995-\   1996-\   1997-\   1998-99 \[Two   1999-2000   2000-\   2001-\
                    94        95       96       97       98       large states                01       02
                                                                  appear to have                       
                                                                  underreported                        
                                                                  dropouts in                          
                                                                  1998-99. As a                        
                                                                  result, the                          
                                                                  graduation rate                      
                                                                  is somewhat                          
                                                                  inflated that                        
                                                                  year.\]                              
  ----------------- --------- -------- -------- -------- -------- --------------- ----------- -------- --------
                    Percent                                                                            

  Specific learning 49.1      47.7     48.2     48.8     51.0     51.9            51.6        53.6     56.9
  disabilities                                                                                         

  Speech/language   42.9      41.7     42.2     44.8     48.1     51.2            53.2        52.3     55.7
  impairments                                                                                          

  Mental            35.0      33.8     34.0     33.0     34.3     36.0            34.4        35.0     37.8
  retardation                                                                                          

  Serious emotional 27.0      26.0     25.1     25.9     27.4     29.2            28.6        28.9     32.1
  disturbance                                                                                          

  Multiple          36.1      31.4     35.3     35.4     39.0     41.0            42.3        41.6     45.2
  disabilities                                                                                         

  Hearing           61.9      58.2     58.8     61.8     62.3     60.9            61.4        60.3     66.9
  impairments                                                                                          

  Orthopedic        56.7      54.1     53.6     54.9     57.9     53.9            51.5        57.4     56.4
  impairments                                                                                          

  Other health      54.6      52.6     53.0     53.1     56.8     55.0            56.5        56.1     59.2
  impairments                                                                                          

  Visual            63.5      63.7     65.0     64.3     65.1     67.6            66.4        65.9     70.8
  impairments                                                                                          

  Autism            33.7      35.5     36.4     35.9     38.7     40.5            40.8        42.1     51.1

  Deaf-blindness    34.7      30.0     39.5     39.4     67.7     48.3            37.4        41.2     49.1
  \[Percentages are                                                                                    
  based on fewer                                                                                       
  than 200 students                                                                                    
  exiting school.\]                                                                                    

  Traumatic brain   54.6      51.7     54.0     57.3     58.2     60.6            56.8        57.5     64.4
  injury                                                                                               

  All disabilities  43.5      42.1     42.4     43.0     45.3     46.5            46.1        47.6     51.1
  -------------------------------------------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 4-1 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

In 2001-02, 51.1 percent of the students ages 14 and older with
disabilities exited school with a regular high school diploma.
Twenty-seven states have a graduation rate at or above this national
rate (table 4-1 in vol. 2).

From 1993-94 through 2001-02, the percentage of students with
disabilities exiting school with a regular high school diploma increased
from 43.5 percent to 51.1 percent.

The change in the graduation rate from 2000-01 to 2001-02 was the
largest single year increase (3.5 percentage points) during this period
(from 47.6 percent to 51.1 percent) (table 4-1 in vol. 2).

From 1993-94 through 2001-02, there was little change in the relative
standing of the graduation rates for the various disability categories.

\- Students with visual impairments and students with hearing
impairments consistently had the highest graduation rates.

\- Students with serious emotional disturbance consistently had the
lowest graduation rates.

\- Since 1995-96, students with mental retardation have consistently had
the second lowest graduation rate.

From 1993-94 through 2001-02, the graduation rate improved for students
in almost all disability categories.

\- The largest gains were made by students with autism and
deaf-blindness. Notable gains were also made by students with
speech/language impairments and multiple disabilities.

How has the dropout rate changed over time for students with different
disabilities?

Table 1-23. Students ages 14 and older with disabilities who dropped out
of school \[The percentage of students with disabilities who exited
school with a regular high school diploma and the percentage who exit
school by dropping out are performance indicators used by OSEP to
measure progress in improving results for students with disabilities.
The appropriate method for calculating graduation and dropout rates
depends on the question to be answered and is limited by the data
available. For reporting under the Government Performance and Results
Act (GPRA), OSEP calculates the dropout rate by dividing the number of
students age 14 and older who dropped out (including students who moved
and are not known to be continuing in an education program) by the
number of students in the same age group who are known to have left
school (i.e., graduated with a regular high school diploma, received a
certificate-of-completion, reached the maximum age for services, died,
moved and are not known to be continuing in an education program or
dropped out). These calculations are presented here.\] 1993-94 \[Data
are based on a cumulative 12-month count.\] through 2001-02 \[Data are
based on a cumulative 12-month count.\]

  -------------------------------------------------------------------------------------------------------------
  Disability        1993-\    1994-\   1995-\   1996-\   1997-\   1998-\          1999-2000   2000-\   2001-\
                    94        95       96       97       98       99 \[Two large              01       02
                                                                  states appear                        
                                                                  to have                              
                                                                  underreported                        
                                                                  the number of                        
                                                                  dropouts in                          
                                                                  1998-99. As a                        
                                                                  result, the                          
                                                                  dropout rate is                      
                                                                  somewhat                             
                                                                  understated for                      
                                                                  that year.\]                         
  ----------------- --------- -------- -------- -------- -------- --------------- ----------- -------- --------
                    Percent                                                                            

  Specific learning 43.1      44.7     44.4     43.4     41.3     40.2            39.9        38.7     35.4
  disabilities                                                                                         

  Speech/language   49.3      51.4     50.4     48.0     44.5     40.9            39.4        39.7     35.8
  impairments                                                                                          

  Mental            35.4      37.9     38.0     38.2     36.3     34.9            35.7        34.3     31.2
  retardation                                                                                          

  Serious emotional 67.8      69.2     69.9     69.2     67.2     65.5            65.2        65.1     61.2
  disturbance                                                                                          

  Multiple          24.6      35.1     27.4     27.7     26.3     28.1            25.8        26.7     25.9
  disabilities                                                                                         

  Hearing           24.3      28.0     28.3     25.6     23.5     24.8            23.7        24.5     21.0
  impairments                                                                                          

  Orthopedic        25.1      27.9     28.9     27.3     24.3     27.4            30.4        27.0     24.3
  impairments                                                                                          

  Other health      37.4      38.1     36.8     37.8     34.9     36.3            35.1        36.2     32.7
  impairments                                                                                          

  Visual            24.5      24.4     22.3     21.4     21.7     20.6            20.3        21.1     17.8
  impairments                                                                                          

  Autism            25.9      29.5     23.8     24.0     19.2     22.8            23.7        20.8     17.6

  Deaf-blindness    24.5      25.5     12.8     27.3     11.8     25.0            27.0        22.9     27.3
  \[Percentages are                                                                                    
  based on fewer                                                                                       
  than 200 students                                                                                    
  exiting school.\]                                                                                    

  Traumatic brain   28.2      32.9     30.7     29.6     26.1     27.2            28.8        28.9     24.6
  injury                                                                                               

  All disabilities  45.1      47.0     46.8     45.9     43.7     42.3            42.1        41.1     37.6
  -------------------------------------------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 4-1 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

In 2001-02, 38 percent of students age 14 and older with disabilities
exited school by dropping out. Twenty states have a dropout rate at or
below this national rate (see table 4-1 in vol. 2).

From 1993-94 through 2001-02, the percentage of students with
disabilities exiting school by dropping out decreased from 45.1 percent
to 37.6 percent.

The change in the dropout rate from 2000-01 to 2001-02 was the largest
single year decrease (3.5 percentage points).

From 1993-94 through 2001-02, there was little change in the relative
standing of the dropout rates for the various disability categories.

\- Students with autism had a large decrease in their dropout rate.

\- Students with visual impairments and students with hearing
impairments were consistently among the students with the lowest dropout
rate.

\- Students with serious emotional disturbance consistently had the
highest dropout rates. In every year, the dropout rate for students with
serious emotional disturbance was substantially higher than the dropout
rate for the next highest disability category.

From 1993-94 through 2001-02, the dropout rate declined for students in
most disability categories.

\- The improvement was most notable for students with autism,
speech/language impairments, visual impairments and specific learning
disabilities.

\- The dropout rate did not improve for students with deaf-blindness or
multiple disabilities; dropout rates increased for students with these
disabilities.

Are the graduation and dropout rates the same for students with
disabilities in different racial/ethnic groups?

Table 1-24. Students ages 14 and older with disabilities who graduated
or dropped out, by race/ethnicity: 2001-02 \[Percentage is calculated by
dividing the number of students age 14 and older in each racial/ethnic
group who graduated with a regular high school diploma (or dropped out)
by the number of students age 14 and older in that racial/ethnic group
who are known to have left school (i.e., graduated with a regular high
school diploma, received a certificate-of-completion, reached the
maximum age for services, died, moved and are not known to be continuing
or dropped out). Students who moved and are not known to be continuing
in an education program are treated as dropouts.\], \[This is a
cumulative 12-month count.\]

  ----------------------------- ----------- ------------ ---------- ------------
                                Graduated                Dropped    
                                with a                   out        
                                standard                            
                                diploma                             

  Race/ethnicity                Number      Percentage   Number     Percentage

  American Indian/Alaska Native 2,533       41.9         3,157      52.2

  Asian/Pacific Islander        3,583       60.6         1,652      28.0

  Black (not Hispanic)          27,999      36.5         34,085     44.5

  Hispanic                      24,087      47.5         22,073     43.5

  White (not Hispanic)          132,714     56.8         79,220     33.9
  ----------------------------- ----------- ------------ ---------- ------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), table 4-4 in vol. 2. These data
are for the 50 states, DC, Puerto Rico and the four outlying areas.

In 2001-02, the graduation rate was highest for Asian/Pacific Islander
(60.6 percent) and white (56.8 percent) students with disabilities. Both
rates are above the graduation rate for all students with disabilities
(51.1 percent, see table 1-22).

The graduation rate was lowest for black students with disabilities
(36.5 percent).

The dropout rate was lowest for Asian/Pacific Islander (28.0 percent)
and white (33.9 percent) students with disabilities. Both rates are
below the dropout rate for all students with disabilities (37.6 percent,
see table 1-23).

The dropout rate was highest for American Indian/Alaska Native students
with disabilities (52.2 percent).

Hispanic (43.5 percent) and black (44.5 percent) students with
disabilities had similar dropout rates.

Personnel Training

Who is being trained by OSEP's Personnel Preparation Program to improve
services and results for children with disabilities?

According to data from the Personnel Preparation Program database, 2004:

In fiscal year 2002-3, grantees reported a total of 7,330 trainees in 45
states and territories.

Of these OSEP-supported trainees, 84.4 percent were female and 15.6
percent were male.

Approximately 8.2 percent of OSEP-supported trainees have disabilities.

OSEP-supported trainees represent a variety of racial/ethnic groups,
including white (68.6 percent), black or African American (14.9
percent), Hispanic or Latino (10.1 percent), Asian (2.4 percent),
American Indian or Alaska Native (1.9 percent), Native Hawaiian or other
Pacific Islander (0.8 percent) and those who fall into more than one
racial/ethnic group (1.3 percent).

What positions did OSEP-supported trainees hold prior to entering
grant-supported training?

Figure 1-49. Employment of OSEP-supported trainees prior to entering
grant-supported training: 2004

  --------------------------------------------------------- -------------
  Employed in education                                     67.5

  Employed outside the field of education                   12.2

  Not employed                                              20.3
  --------------------------------------------------------- -------------

Source: U.S. Department of Education, Office of Special Education
Programs, Personnel Preparation Trainee Database, 2004.

Approximately two-thirds of OSEP-supported trainees were employed in the
field of education prior to entering grant-supported training. For these
trainees, participation in the personnel preparation program is intended
to enhance their training, by allowing not-fully-certified special
educators to obtain full certification and certified educators to obtain
additional certifications in special education or to pursue an advanced
degree.

Approximately one-third of OSEP-supported trainees were not employed or
were employed outside the field of education prior to entering
grant-supported training. For these trainees, participation in the
Personnel Preparation Program is intended to prepare them to enter the
field of special education.

Of those OSEP-supported trainees previously employed in education, how
many were employed as special education teachers prior to entering
grant-supported training?

Figure 1-50. Type of position held by OSEP-supported trainees employed
in the field of education prior to entering grant-supported training
\[Grantees did not provide complete information for 6.4 percent of the
trainees employed in education prior to entering grant-supported
training. These trainees were reported as teachers, but grantees did not
specify whether they had been employed as regular education or special
education teachers. These trainees are included in the category other
position in the field of education, although some may have been special
education teachers. Thus, the actual percentage of trainees previously
employed as special education teachers prior to entering grant-supported
training may be slightly higher than reported here.\]: 2004

  --------------------------------------------------- -------------------
  Other position in the field of education            60.6

  Special education teachers                          39.4
  --------------------------------------------------- -------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Personnel Preparation Trainee Database, 2004.

Of the OSEP-supported trainees who were employed in the field of
education prior to entering grant-supported training, 39.4 percent were
employed as special education teachers.

Of those OSEP-supported trainees who were employed as special education
teachers prior to entering grant-supported training, how many were fully
credentialed?

Figure 1-51. Credential status of OSEP-supported trainees employed as
special education teachers prior to entering grant-supported training:
2004

  ------------------------------------------------- ---------------------
  Fully credentialed                                57.3

  Less than fully credentialed                      42.7
  ------------------------------------------------- ---------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Personnel Preparation Trainee Database, 2004.

Of OSEP-supported trainees who were employed as special education
teachers prior to entering grant-supported training, 42.7 percent were
less than fully credentialed, and 57.3 percent were fully credentialed
for the positions they held.

What degrees and certifications do OSEP-supported trainees who were
previously employed as special education teachers receive when they
complete grant-supported training?

Table 1-25. Degrees, certificates and endorsements received by
OSEP-supported trainees previously employed as special education
teachers: 2004

  --------------------------------------- -------------- --------- -------------- ---------
  Degrees and certifications received     Less than                Fully          
                                          fully                    credentialed   
                                          credentialed                            

                                          Number         Percent   Number         Percent

  Doctoral degree                         0              0.0       10             2.9

  Doctoral degree plus state credential,  0              0.0       1              0.3
  certificate, or endorsement                                                     

  Educational specialist degree           9              3.2       5              1.5

  Educational specialist degree plus      15             5.3       2              0.6
  state credential, certificate, or                                               
  endorsement                                                                     

  Master's degree                         45             16.0      76             22.2

  Master's degree plus state credential,  33             11.7      29             8.5
  certificate, or endorsement                                                     

  Bachelor's degree                       3              1.1       0              0.0

  Bachelor's degree plus state            3              1.1       0              0.0
  credential, certificate, or endorsement                                         

  State credential, certificate, or       138            48.9      73             21.3
  endorsement only                                                                

  Grantee-issued endorsement or courses   36             12.8      146            42.7
  only (no degree awarded)                                                        

  Total                                   282            100.0     342            100.0
  --------------------------------------- -------------- --------- -------------- ---------

Source: U.S. Department of Education, Office of Special Education
Programs, Personnel Preparation Trainee Database, 2004.

Figure 1-52. Degrees, certificates and endorsements received by
OSEP-supported trainees previously employed as special education
teachers: 2004

  -------------------------------------------------------- --------------
  Credential status at entry into training program         Percent

  Less than fully credentialed                             

  Degree only                                              20.2

  Degree plus state credential/certificate/endorsement     18.1

  State credential/certificate/endorsement only            48.9

  Grantee-issued endorsement/courses only (no degree       12.8
  awarded)                                                 

  Fully credentialed                                       

  Degree only                                              26.6

  Degree plus state credential/certificate/endorsement     9.4

  State credential/certificate/endorsement only            21.3

  Grantee-issued endorsement/courses only (no degree       42.7
  awarded)                                                 
  -------------------------------------------------------- --------------

Source: U.S. Department of Education, Office of Special Education
Programs, Personnel Preparation Trainee Database, 2004.

Approximately two-thirds (67.0 percent) of the OSEP-supported trainees
who were working as less than fully certified special education teachers
prior to entering grant-supported training received a state credential,
certificate, or endorsement, either alone or in conjunction with a
degree, when they completed training. Another 20.2 percent of these
trainees received a degree only, and 12.8 percent received a
grantee-issued endorsement or were taking courses only.

OSEP-supported trainees who worked as fully certified special education
teachers prior to entering grant-supported training were most likely to
receive a grantee-issued endorsement or take courses without receiving a
degree or certification (42.7 percent). These trainees were less likely
than not-fully-certified special education teachers to receive a state
credential, certificate or endorsement. Only 30.7 percent of these
trainees pursued a state credential, certificate or endorsement, either
alone or in conjunction with a degree. Approximately one-quarter (26.6
percent) of the fully credentialed special education teachers received a
degree only upon completion of training.

[^1]: ^^ The graduation rate used in this report is not comparable to
    the graduation rates typically used for regular education. The
    calculation of this rate is quite different and is sometimes
    referred to as a leaver rate. Regular education, on the other hand,
    more often uses a cohort graduation rate.