![](media/image1.jpeg){width="9.958333333333334in"
height="7.927083333333333in"}

**Private School Participants in Programs under the *No Child Left
Behind Act* and the**

***Individuals with Disabilities Education Act*:**

**Private School and Public School District Perspectives**

U.S. Department of Education

Office of Planning, Evaluation and Policy Development,

Policy and Program Studies Service

[Prepared by:]{.smallcaps}

Gayle S. Christensen

Sarah Cohodes

Devin Fernandes

Daniel Klasik

Daniel Loss

Michael Segeritz

The Urban Institute

Washington, D.C.

**2007**

This report was prepared for the U.S. Department of Education under
Contract Number ED04C0057/0001 with the Urban Institute. Stephanie
Stullich served as the contracting officer's representative. The views
expressed herein do not necessarily represent the positions or policies
of the Department of Education. No official endorsement by the U.S.
Department of Education is intended or should be inferred.

**U.S. Department of Education**

Margaret Spellings

*Secretary*

**Office of Planning, Evaluation and Policy Development**

Doug Mesecar

*Acting Assistant Secretary*

**Policy and Program Studies Service**

Alan Ginsburg

*Director*

**Program and Analytic Studies Division**

David Goodwin

*Director*

August 2007

This report is in the public domain, except for the photograph on the
front cover, which is used with permission and copyright, 2007, Getty
Images. Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary, the
suggested citation is: U.S. Department of Education, Office of Planning,
Evaluation and Policy Development, Policy and Program Studies Service,
Private School Participants in Federal Programs Under the *No Child Left
Behind Act* and the *Individuals with Disabilities Education Act,*
Washington, D.C., 2007.

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Contents

[Exhibits v](#exhibits)

[Acknowledgments ix](#acknowledgments)

[Executive Summary xi](#executive-summary)

[Background xi](#background)

[Report findings xi](#report-findings)

[Conclusion xiv](#conclusion)

[1. Introduction 1](#introduction)

[Private School Students and the *Elementary and Secondary Education
Act* (*ESEA*)
1](#private-school-students-and-the-elementary-and-secondary-education-act-esea)

[Title I 4](#title-i)

["Parentally Placed" Private School Students and the *Individuals with
Disabilities Education Act* (*IDEA*)
5](#parentally-placed-private-school-students-and-the-individuals-with-disabilities-education-act-idea)

[Research Background and Evaluation Questions
6](#research-background-and-evaluation-questions)

[2. Methods 9](#methods)

[3. Private School Participants in Federal Education Programs
11](#private-school-participants-in-federal-education-programs)

[Private School Participants in *ESEA* Programs
12](#private-school-participants-in-esea-programs)

[Reasons Private Schools Do Not Have Participants in *ESEA* Programs
17](#reasons-private-schools-do-not-have-participants-in-esea-programs)

[Parentally Placed Private School Participants in *IDEA*
17](#parentally-placed-private-school-participants-in-idea)

[4. Provision of Services 19](#provision-of-services)

[Provision of *ESEA* Program Services
20](#provision-of-esea-program-services)

[Provision of *IDEA* Services 26](#provision-of-idea-services)

[*IDEA* "Child Find" Practices 27](#idea-child-find-practices)

[5. Consultation Process 31](#consultation-process)

[*ESEA* Program Consultation 32](#esea-program-consultation)

[*IDEA* Consultation 39](#idea-consultation)

[Other Sources Utilized by Public School Districts and Private Schools
for Assistance in Implementing Federal Education Programs
41](#other-sources-utilized-by-public-school-districts-and-private-schools-for-assistance-in-implementing-federal-education-programs)

[6. Funding 43](#funding)

[Public School District Expenditures for Services for Private School
Students in *ESEA* Programs
43](#public-school-district-expenditures-for-services-for-private-school-students-in-esea-programs)

[Determining the Number of Private School Students From Low-Income
Families
44](#determining-the-number-of-private-school-students-from-low-income-families)

[*IDEA* Funding 45](#idea-funding)

[7. Conclusions 47](#conclusions)

[Participation in Federal Education Programs
47](#participation-in-federal-education-programs)

[Provision of Services and Funding
48](#provision-of-services-and-funding)

[Consultation 48](#consultation)

[References 51](#references)

[Appendix A---Detailed Tables 53](#appendix-adetailed-tables)

[Appendix B---Methodology 101](#appendix-bmethodology)

[Sample Design and Weighting 101](#sample-design-and-weighting)

[Questionnaire Development and Data Collection
102](#questionnaire-development-and-data-collection)

[Description of Subgroups 102](#description-of-subgroups)

[Analytic Techniques 103](#analytic-techniques)

[Appendix C---Survey Instruments 105](#appendix-csurvey-instruments)

[Private School Survey 107](#survey-of-private-schools)

[Public School District Survey 123](#survey-of-district-administrators)

#   {#section .unnumbered}

# Exhibits

[Exhibit E-1 Total Private School Students Participating in Title I,
Part A, 1979--2004
xii](#exhibit-e-1-total-private-school-students-participating-in-title-i-part-a-19792004)

[Exhibit 1 Overview of *ESEA* Programs Eligible for Private School
Student Participation
4](#exhibit-1-overview-of-esea-programs-eligible-for-private-school-student-participation)

[Exhibit 2 Total Private School Students Participating in Title I, Part
A, 1979--2004
5](#exhibit-2-total-private-school-students-participating-in-title-i-part-a-19792004)

[Exhibit 3 Private Schools With at Least One Participant in Federal
Education\
Programs, 2004--05
12](#exhibit-3-private-schools-with-at-least-one-participant-in-federal-education-programs-200405)

[Exhibit 4 Private Schools With at Least One Participant in *ESEA*
Programs, 2004--05
13](#exhibit-4-private-schools-with-at-least-one-participant-in-esea-programs-200405)

[Exhibit 5 Size of Private Schools, 2004--05
13](#exhibit-5-size-of-private-schools-200405)

[Exhibit 6 Percent of Private School Students Participating in *ESEA*
Programs by School Religious Affiliation, 2004--05
14](#exhibit-6-percent-of-private-school-students-participating-in-esea-programs-by-school-religious-affiliation-200405)

[Exhibit 7 *ESEA* Program Participation Rate of Students at Private
Schools With\
*ESEA* Participants by School Religious Affiliation, 2004--05
15](#exhibit-7-esea-program-participation-rate-of-students-at-private-schools-with-esea-participants-by-school-religious-affiliation-200405)

[Exhibit 8 Private Schools With at Least One Student, Teacher or Parent
Participating in *ESEA* Programs, 2004--05
16](#exhibit-8-private-schools-with-at-least-one-student-teacher-or-parent-participating-in-esea-programs-200405)

[Exhibit 9 Reasons Private Schools Did Not Have Participants in *ESEA\
*Programs, 2004--05
17](#exhibit-9-reasons-private-schools-did-not-have-participants-in-esea-programs-200405)

[Exhibit 10 Reasons Private Schools Did Not Have Student Participants
in\
Title I, Part A, 2004--05
18](#exhibit-10-reasons-private-schools-did-not-have-student-participants-in-title-i-part-a-200405)

[Exhibit 11 Private School and Public School District Reports of *ESEA*
Program\
Service Provision, 2004--05
21](#exhibit-11-private-school-and-public-school-district-reports-of-esea-program-service-provision-200405)

[Exhibit 12 Types of *ESEA* Program Services, 2004--05
23](#exhibit-12-types-of-esea-program-services-200405)

[Exhibit 13 Title I, Part A, Parental Involvement Activities, 2004--05
24](#exhibit-13-title-i-part-a-parental-involvement-activities-200405)

[Exhibit 14 Title I, Part A, Professional Development Activities,
2004--05
24](#exhibit-14-title-i-part-a-professional-development-activities-200405)

[Exhibit 15 Reasons Public School Districts Did Not Allocate Title I,
Part A, Funds for Services for Private School Participants, 2004--05
25](#exhibit-15-reasons-public-school-districts-did-not-allocate-title-i-part-a-funds-for-services-for-private-school-participants-200405)

[Exhibit 16 *IDEA* Services, 2004--05
26](#exhibit-16-idea-services-200405)

[Exhibit 17 Reasons Public School Districts Provided *IDEA* Services to
Some But\
Not All Eligible Private School Students, 2004--05
27](#exhibit-17-reasons-public-school-districts-provided-idea-services-to-some-but-not-all-eligible-private-school-students-200405)

[Exhibit 18 Private School Reports of the Average Number of Parentally
Placed Private School Students Identified for Special Education
Services, 2004--05
28](#exhibit-18-private-school-reports-of-the-average-number-of-parentally-placed-private-school-students-identified-for-special-education-services-200405)

[Exhibit 19 Child Find Procedures Used to Identify Parentally Placed
Private School\
Students Eligible for *IDEA* Services, 2004--05
28](#exhibit-19-child-find-procedures-used-to-identify-parentally-placed-private-school-students-eligible-for-idea-services-200405)

[Exhibit 20 Private School Assistance in Child Find Activities, 2004--05
29](#exhibit-20-private-school-assistance-in-child-find-activities-200405)

[Exhibit 21 Timely and Meaningful Consultation for *ESEA* Programs,
2004--05
33](#exhibit-21-timely-and-meaningful-consultation-for-esea-programs-200405)

[Exhibit 22 Among Private Schools With Participants in a Particular
*ESEA* Program,\
the](#exhibit-22-among-private-schools-with-participants-in-a-particular-esea-program-the)
[Percent of Students Who Attended a Private School That Engaged\
in
Timely](#percent-of-students-who-attended-a-private-school-that-engaged-in-timely)
[and Meaningful Consultation, 2004--05
34](#and-meaningful-consultation-200405)

[Exhibit 23 Private School Officials Engaging in *ESEA* Consultation,
2004--05
35](#exhibit-23-private-school-officials-engaging-in-esea-consultation-200405)

[Exhibit 24 Reasons *ESEA* Consultation Did Not Take Place, 2004--05
35](#exhibit-24-reasons-esea-consultation-did-not-take-place-200405)

[Exhibit 25 Barriers to Timely and Meaningful *ESEA* Consultation,
2004--05
36](#exhibit-25-barriers-to-timely-and-meaningful-esea-consultation-200405)

[Exhibit 26 *ESEA* Program Consultation Topics, 2004--05
37](#exhibit-26-esea-program-consultation-topics-200405)

[Exhibit 27 Title I, Part A, Consultation Topics, 2004--05
38](#exhibit-27-title-i-part-a-consultation-topics-200405)

[Exhibit 28 *IDEA* Consultation, 2004--05
39](#exhibit-28-idea-consultation-200405)

[Exhibit 29 Public School District *IDEA* Consultation Topics, 2004--05
40](#exhibit-29-public-school-district-idea-consultation-topics-200405)

[Exhibit 30 Private School Reports of Useful Consultation, 2004--05
41](#exhibit-30-private-school-reports-of-useful-consultation-200405)

[Exhibit 31 Technical Assistance for Implementation of Federal
Education\
Programs, 2004--05
42](#exhibit-31-technical-assistance-for-implementation-of-federal-education-programs-200405)

[Exhibit 32 *ESEA* Program Fund Allocation, 2004--05
44](#exhibit-32-esea-program-fund-allocation-200405)

[Exhibit A-1 Total Private School Students Participating in Title I,
Part A, 1979--2006
55](#exhibit-a-1-total-private-school-students-participating-in-title-i-part-a-19792006)

[Exhibit A-2 Characteristics of Public School Districts Serving Private
Schools, 2004--05
56](#exhibit-a-2-characteristics-of-public-school-districts-serving-private-schools-200405)

[Exhibit A-3 Private School Characteristics, 2003--04 and 2004--05
57](#exhibit-a-3-private-school-characteristics-200304-and-200405)

[Exhibit A-4 Private Schools With at Least One Participant in Federal
Education\
Programs, 2004--05
58](#exhibit-a-4-private-schools-with-at-least-one-participant-in-federal-education-programs-200405)

[Exhibit A-5 Private Schools With *ESEA* Program Participants, 2004--05
59](#exhibit-a-5-private-schools-with-esea-program-participants-200405)

[Exhibit A-6](#exhibit-a-6) [Percent of Students Participating
in](#percent-of-students-participating-in-esea-programs-by-private-school-enrollment-size)
*ESEA* Programs by Private School\
Enrollment Size 60

[Exhibit A-7 *ESEA* Program Participation Rate of Students at Private
Schools With\
*ESEA*](#exhibit-a-7-esea-program-participation-rate-of-students-at-private-schools-with-esea)
[Participants by Private School Enrollment
60](#participants-by-private-school-enrollment)

[Exhibit A-8 Reasons Private Schools Did Not Have Participants in *ESEA\
*Programs, 2004--05
61](#exhibit-a-8-reasons-private-schools-did-not-have-participants-in-esea-programs-200405)

[Exhibit A-9 Reasons Private Schools Did Not Have Student Participants
in\
Title I, Part A, 2004--05
62](#exhibit-a-9-reasons-private-schools-did-not-have-student-participants-in-title-i-part-a-200405)

[Exhibit A-10 Public School Districts With at Least One Private School
Student, Teacher, or Parent Participating in *ESEA* Programs, 2004--05
63](#exhibit-a-10-public-school-districts-with-at-least-one-private-school-student-teacher-or-parent-participating-in-esea-programs-200405)

[Exhibit A-11 Types of *ESEA* Program Services Provided for Private
School\
Participants, 2004--05
64](#exhibit-a-11-types-of-esea-program-services-provided-for-private-school-participants-200405)

[Exhibit A-12 Percent of Private Schools With Participants Receiving
*ESEA* Program\
Services, 2004--05
66](#exhibit-a-12-percent-of-private-schools-with-participants-receiving-esea-program-services-200405)

[Exhibit A-13 Title I, Part A, Parental Involvement Activities, 2004--05
67](#exhibit-a-13-title-i-part-a-parental-involvement-activities-200405)

[Exhibit A-14 Title I, Part A, Professional Development Activities,
2004--05
68](#exhibit-a-14-title-i-part-a-professional-development-activities-200405)

[Exhibit A-15 Public School District Allocation of Title I, Part A,
Funds, 2004--05
69](#exhibit-a-15-public-school-district-allocation-of-title-i-part-a-funds-200405)

[Exhibit A-16 Private School Student Participation in Title I, Part A,
Services\
During Nonschool Hours, 2004--05
70](#exhibit-a-16-private-school-student-participation-in-title-i-part-a-services-during-nonschool-hours-200405)

[Exhibit A-17 Location and Provider of Title I, Part A, Services,
2004--05
71](#exhibit-a-17-location-and-provider-of-title-i-part-a-services-200405)

[Exhibit A-18 Reasons Public School Districts Did Not Allocate Title I,
Part A, Funds for Services for Private School Participants, 2004--05
72](#exhibit-a-18-reasons-public-school-districts-did-not-allocate-title-i-part-a-funds-for-services-for-private-school-participants-200405)

[Exhibit A-19 *IDEA* Services, 2004--05
73](#exhibit-a-19-idea-services-200405)

[Exhibit A-20 Location of *IDEA* Services, 2004--05
74](#exhibit-a-20-location-of-idea-services-200405)

[Exhibit A-21 Reasons Public School Districts Did Not Provide *IDEA*
Services for Eligible Private School Students, 2004--05
75](#exhibit-a-21-reasons-public-school-districts-did-not-provide-idea-services-for-eligible-private-school-students-200405)

[Exhibit A-22 Reasons Public School Districts Provided *IDEA* Services
to Some But Not All Eligible Private School Students, 2004--05
76](#exhibit-a-22-reasons-public-school-districts-provided-idea-services-to-some-but-not-all-eligible-private-school-students-200405)

[Exhibit A-23 Private School Notification of *IDEA* Services and
Referral\
Procedures, 2004--05
77](#exhibit-a-23-private-school-notification-of-idea-services-and-referral-procedures-200405)

[Exhibit A-24 Average Number of Parentally Placed Private School
Students Identified\
by Public School Districts and Referred by Private Schools for\
Special Education Services, 2004--05
77](#exhibit-a-24-average-number-of-parentally-placed-private-school-students-identified-by-public-school-districts-and-referred-by-private-schools-for-special-education-services-200405)

[Exhibit A-25 Evaluators Used to Determine Private School Student *IDEA\
*Eligibility, 2004--05
78](#exhibit-a-25-evaluators-used-to-determine-private-school-student-idea-eligibility-200405)

[Exhibit A-26 Child Find Procedures Used to Locate and Identify Private
School Students Eligible for *IDEA* Services, 2004--05
79](#exhibit-a-26-child-find-procedures-used-to-locate-and-identify-private-school-students-eligible-for-idea-services-200405)

[Exhibit A-27 Assistance from Private Schools in Identifying Private
School Students\
Eligible for *IDEA* Services, 2004--05
80](#exhibit-a-27-assistance-from-private-schools-in-identifying-private-school-students-eligible-for-idea-services-200405)

[Exhibit A-28 Timely and Meaningful *ESEA* Program Consultation,
2004--05
81](#exhibit-a-28-timely-and-meaningful-esea-program-consultation-200405)

[Exhibit A-29 Private Schools With Participants in *ESEA* Programs That
Reported](#exhibit-a-29-private-schools-with-participants-in-esea-programs-that-reported)\
[Public School Districts Engaged in Timely and
Meaningful](#public-school-districts-engaged-in-timely-and-meaningful)
[Consultation\
With Private School Officials, 2004--05
82](#consultation-with-private-school-officials-200405)

[Exhibit A-30](#exhibit-a-30) [Private School Officials Engaging
in](#private-school-officials-engaging-in-esea-consultation-200405)
*ESEA* Consultation, 2004--05 83

[Exhibit A-31 Reasons *ESEA* Consultation Did Not Take Place, 2004--05
84](#exhibit-a-31-reasons-esea-consultation-did-not-take-place-200405)

[Exhibit A-32 Title I, Part A, Timely and Meaningful Consultation,
2004--05
85](#exhibit-a-32-title-i-part-a-timely-and-meaningful-consultation-200405)

[Exhibit A-33 Barriers to Timely and Meaningful *ESEA* Consultation,
2004--05
86](#exhibit-a-33-barriers-to-timely-and-meaningful-esea-consultation-200405)

[Exhibit A-34 *ESEA* Program Consultation Topics, 2004--05
87](#exhibit-a-34-esea-program-consultation-topics-200405)

[Exhibit A-35 Title I, Part A, Consultation Topics, 2004--05
90](#exhibit-a-35-title-i-part-a-consultation-topics-200405)

[Exhibit A-36](#exhibit-a-36) [Documentation
of](#documentation-of-esea-consultation-200405) *ESEA* Consultation,
2004--05 91

[Exhibit A-37 *IDEA* Consultation, 2004--05
92](#exhibit-a-37-idea-consultation-200405)

[Exhibit A-38 Private School Report of "Usefulness" of *IDEA*
Consultation, 2004--05
93](#exhibit-a-38-private-school-report-of-usefulness-of-idea-consultation-200405)

[Exhibit A-39 *IDEA* Consultation Topics, 2004--05
94](#exhibit-a-39-idea-consultation-topics-200405)

[Exhibit A-40 Technical Assistance for Implementation of Federal
Education\
Programs, 2004--05
95](#exhibit-a-40-technical-assistance-for-implementation-of-federal-education-programs-200405)

[Exhibit A-41 Public School District Provision of *ESEA* Program
Services for Private\
School Participants as Predicted by
Districtwide](#exhibit-a-41-public-school-district-provision-of-esea-program-services-for-private-school-participants-as-predicted-by-districtwide)
[Working Group\
Participation 96](#working-group-participation)

[Exhibit A-42](#exhibit-a-42)
[*ESEA*](#esea-program-fund-allocation-200405) Program Fund Allocation,
2004--05 97

[Exhibit A-43 Title I, Part A, Allocations for Services for Private
School\
Participants, 2004--05
98](#exhibit-a-43-title-i-part-a-allocations-for-services-for-private-school-participants-200405)

[Exhibit A-44](#exhibit-a-44) [Public School District Methods Used to
Determine the Number of\
Private School Students From Low-Income Families, 2004--05
99](#public-school-district-methods-used-to-determine-the-number-of-private-school-students-from-low-income-families-200405)

[Exhibit A-45 Private School Assistance With Identifying Private School
Students\
From Low-Income Families, 2004--05
100](#exhibit-a-45-private-school-assistance-with-identifying-private-school-students-from-low-income-families-200405)

# Acknowledgments

The Urban Institute would like to thank all of the people who assisted
in developing the survey, pilot-testing it, and completing it. Without
their support, this report would not have been possible.

We would also like to thank the following people from the U.S.
Department of Education who assisted in developing the survey and
provided comments on the report: Pamela Allen and Maureen Dowling from
the Office of Innovation and Improvement, Office of Non-Public
Education; and Beth Franklin and Stephanie Stullich from the Policy and
Program Studies Service.

Public school district administrators and private school officials took
time out of their hectic days to answer the surveys. We are grateful to
all of the public school districts and private schools that chose to
participate in this study. We would like to thank public school district
administrators from the following districts: Los Angeles Unified School
District (Calif.), Colonial Intermediate Unit #20 (Pa.), Seattle Public
Schools (Wash.), Milwaukee Public Schools (Wis.), Elmira City Schools
(N.Y.), and Albuquerque Public Schools (N.M.), and the Division of
Federal Programs and Instructional Equity (Ky.). We would also like to
thank private school administrators from the following private schools
and dioceses: Lynden Christian Schools (Wash.), St. Thomas More
Cathedral School (Va.), St. Mary\'s Catholic School (Mich.), St. Mary of
the Mills School (Md.), the Immaculate Conception School (Calif.),
Diocese of Nashville (Tenn.), Archdiocese of Detroit (Mich.), and the
Archdiocese of Los Angeles (Calif.). These public school districts and
private school administrators provided valuable feedback on early
versions of the surveys.

While we appreciate the assistance and support of all of those who
helped with the report and surveys, any errors are, of course, our own.

#   {#section-1 .unnumbered}

# Executive Summary

## Background

Public school districts are required to provide equitable services to
eligible private school students through the *Elementary and Secondary
Education Act* (*ESEA*), as reauthorized by the *No Child Left Behind
Act of 2001* (*NCLB*), and the *Individuals with Disabilities Education
Act* (*IDEA*), reauthorized in 2004. Twelve major *ESEA* programs
require public school districts to provide services and benefits to
private school participants on an equitable basis. *IDEA* requires that
public school districts conduct a child find process to locate students
with disabilities enrolled by their parents in private schools, and to
expend a proportionate amount of funding on special education and
related services to such eligible children enrolled in private schools.

Both *ESEA* and *IDEA* also require that public school districts engage
in timely and meaningful consultation with private schools about the
provision of services to private school students and their teachers and
parents. This consultation must occur before any decision is made that
impacts the opportunities for participation of private school students,
teachers, and parents and throughout the design, development,
implementation, and assessment of those services.[^1]

This report describes participation of private school participants in
federal education programs, the consultation process between private
schools and public school districts, and public school district
allocation of federal funds for services for private school
participants. The results presented in this report are based on surveys
conducted in 2005--06 among a nationally representative sample of public
school districts with at least one private school located within their
boundaries and a nationally representative sample of private schools
located within the geographic boundaries of the sample districts.

## Report findings

The study resulted in four key findings:

-   Less than half of private schools reported having at least one
    participant (students, teachers, or parents) in an *ESEA* program,
    though Catholic schools were more likely than other private schools
    to have at least one participant in an *ESEA* program (80 percent).

```{=html}
<!-- -->
```
-   Forty percent of private schools with no *ESEA* participants
    reported not participating in *ESEA* programs because they had no
    knowledge of these programs.

-   Public school districts and private schools with participants in a
    particular *ESEA* program generally reported similar levels of
    consultation about that *ESEA* program.

```{=html}
<!-- -->
```
-   Less than half (43 percent) of private schools had at least one
    participant in *IDEA*; 38 percent of private schools reported that
    the public school district engaged in timely and meaningful
    consultation with private school officials, representatives, or
    parents regarding participation in *IDEA*, while 86 percent of
    public school districts reported conducting such consultations with
    appropriate parties. *IDEA* does not require public school districts
    to consult with all private schools but rather with private school
    representatives and representatives of parents of parentally placed
    students with disabilities attending private schools located in the
    district. However, the public school district may consult with a
    representative of the private school and the private school may be
    unaware of the consultation.

***Participation***

**Overall, 44 percent of private schools had at least one participant in
an *ESEA* program.** **However**, **there was not a single individual
*ESEA* program (e.g. Title I, Part A) in which more than 20 percent of
private schools had at least one participant.** The two *ESEA* programs
with the highest levels of participation were State Grants for
Innovative Programs (20 percent) and Improving Teacher Quality State
Grants (20 percent). Sixteen percent of private schools had participants
in Improving Basic Programs Operated by Local Education Agencies (Title
I, Part A), the largest *ESEA* program.

# Exhibit E-1 Total Private School Students Participating in Title I, Part A, 1979--2004 {#exhibit-e-1-total-private-school-students-participating-in-title-i-part-a-19792004 .Table}

![](media/image3.wmf){width="6.219444444444444in"
height="3.3833333333333333in"}

> Exhibit Reads: More than 180,000 private school students participated
> in Title I, Part A, programs in 1979--80.
>
> Source: Consolidated State Performance Reports. See Exhibit A-1 for
> more detailed data.

Title I, Part A, is the only federal program where data are available on
the participation of private school students over time. In the 2003--04
school year, there were more than 188,000 private school students
nationwide participating in Title I, Part A. This represented 3 percent
of the entire private school population and 1 percent of all Title I,
Part A, participants. The number of private school students
participating in Title I has increased gradually over the years,
although it remains below the high of 213,500 reached in 1980--81 (See
Exhibit E-1).[^2]

**Catholic schools were more likely to report having at least one
participant in *ESEA* programs than were non-Catholic schools.** Eighty
percent of Catholic schools reported having a participant in at least
one of the 11 *ESEA* programs covered in this study, compared with
one-quarter of non-Catholic schools. More than one-third (37 percent) of
Catholic schools reported having participants in Title I, Part A,
compared with 7 percent of other religious private schools and 6 percent
of nonsectarian schools.

**The percentage of students participating in a particular *ESEA*
program in a given private school varied substantially by the religious
affiliation and size of the school.** While nonsectarian schools were
less likely than Catholic schools to have participants in *ESEA*
programs, those that did have participants were likely to have a
majority of their students participating in four out of the five
programs in which private schools most often reported having
participants. Among private schools with at least one participant in
*ESEA* programs, the smaller schools (those with fewer than 100
students) tended to have a higher fraction of students participating in
most of the *ESEA* programs.

The most common reason given by private schools for not having
participants in *ESEA* programs was a conscious decision not to be
involved in federal programs (58 percent). **Forty percent of private
schools with no *ESEA* participants reported having no knowledge of
federal education programs under *ESEA*.** However, 14 percent of the
private schools that reported no knowledge of *ESEA* programs (6 percent
of private schools with no *ESEA* participants) also reported that they
consciously chose not to participate.

***IDEA* had the highest percentage of private schools with participants
of any federal education program.** Forty-three percent of private
schools had at least one participant in *IDEA*.

***Provision of Services***

**The vast majority of public school districts containing at least one
private school within their boundaries reported providing no services to
private school students under the following *ESEA* programs; English
Language Acquisition (85 percent); 21st-Century Community Learning
Centers (93 percent); Reading First (96 percent); Even Start
(97 percent); Mathematics and Science Partnerships (98 percent); and
Migrant Education (98 percent).** However, these figures do not take
into account whether public school districts received federal funds for
these programs or had eligible private school students within district
boundaries.

**Private schools reported that the most common services provided
through *ESEA* programs were professional development for private school
teachers and the provision of equipment and materials.** Forty-five
percent of public school districts offered Title I, Part A, services to
private school participants, with the majority indicating that a public
school district employee provided these program services at the private
school site.

**For *IDEA*, the most common services that public school districts
provided were speech and language therapy (92 percent) and special
education instruction (78 percent).**

***Consultation***

**Public school districts and private schools with participants in a
particular program generally reported similar levels of consultation
about that *ESEA* program.**

Limited communication from the public school district was the most
common reason private schools gave for the absence of timely and
meaningful consultation. Seven percent of public school districts
identified poor coordination within the public school district office as
a barrier to timely and meaningful consultation.

*ESEA* introduced new consultation requirements for Title I, Part A. In
addition to already existing requirements, consultation must include
discussion of student assessment, professional development, and
activities for parents. Both public school districts and private schools
reported that, in general, these new Title I, Part A, consultation topic
requirements were less likely to be discussed than the long-standing
requirements. For example, only 52 percent of public school districts
and 41 percent of private schools reported discussing 'activities for
parents,' one of the new required consultation topics, compared to
long-standing required topics such as 'types of services' (81 percent of
public school districts and 83 percent of private schools) and 'number
of students generating funds' (80 percent of public school districts and
73 percent of private schools).

**For *IDEA*, 38 percent of private schools reported that the public
school district engaged in timely and meaningful consultation with
private school officials, representatives, or parents regarding
participation in *IDEA*, while 86 percent of public school districts
reported conducting such consultations with appropriate parties.** One
possible explanation is that public school districts are required to
consult with some, but not all, private schools located within their
boundaries. Additionally, public school districts may consult with an
organization like a diocese on behalf of a group of private schools.

## Conclusion

A majority of private schools did not have participants in federal
education programs and chose not to participate. Catholic schools,
however, had much higher rates of participation among their students,
teachers, and parents than did other types of private schools. A number
of private schools reported lacking information about federal education
programs and poor communication from public school districts. The lack
of information and communication likely contributed to lower
participation and reflects an opportunity to improve participation
rates. Public school districts, in contrast, generally reported making
an effort to involve private school participants. Regardless, it appears
there may still be work to be done to achieve equitable participation in
federal education programs for private school students, teachers, and
parents, and to better educate the private school community on federal
education benefits.

# 1. Introduction

More than five million students attend more than 28,000 private
elementary and secondary schools in the United States, representing more
than 10 percent of all K--12 students in the United States. Catholic
schools make up 28 percent of those private schools; other religious
schools represent approximately half of all private schools. However, 46
percent of private school students attend Catholic schools, while 36
percent of private school students attend other religious schools and 18
percent of private school students attend private schools with no
religious affiliation. Three-quarters of the nation's private schools
are located in cities and suburbs.[^3]

This report describes the participation patterns of private school
participants in federal education programs. It also examines the
consultation process between private schools and public school districts
regarding program eligibility and service provisions per *ESEA* and
*IDEA* requirements. Additionally, it explores public school district
allocation of federal funds for services to private school participants.
The results presented in this report are based on surveys conducted in
the fall and winter of the 2005--06 school year to a nationally
representative sample of public school districts with at least one
private school located within their geographic boundaries and a
nationally representative sample of private schools geographically
located within those public school districts.

## Private School Students and the *Elementary and Secondary Education Act* (*ESEA*)

The federal government has provided for the participation of private
school students in education programs since 1965, when the *Elementary
and Secondary Education Act* (*ESEA*) was originally enacted. *ESEA*
included provisions requiring public school districts to provide
equitable services to eligible private school students under certain
programs. Under these programs, federal funds were *not* provided
directly to private schools but were to be used to provide services to
eligible students who were enrolled in private schools, as well as to
their teachers and parents (see *ESEA*, Section 1120, Section 5142, and
Section 9501).

Since the passage of *ESEA*, two Supreme Court decisions have
substantively changed the landscape in which private school students
receive equitable services. First, in 1985, the Supreme Court ruled in
*Aguilar v. Felton* that Title I instructional services could not be
provided to private school students in religiously affiliated private
schools. Because Title I, Part A, is one of the largest federal
education programs and most private schools are religiously affiliated,
the *Aguilar* decision led to a substantial decline in the number of
private school students receiving Title I education services. This trend
began to reverse as public school districts purchased mobile vans and
other forms of capital to facilitate the legal instruction of eligible
private school students.[^4]

In 1997, the Supreme Court overturned the *Aguilar* decision in
*Agostini v. Felton*. This ruling provided increased flexibility to
public school districts in the provision of federal education services
to private school students, allowing them to deliver services on site at
the students' private schools. Currently, public school districts may
provide services to private school students at a public school, at a
private school regardless of religious affiliation, or at a neutral
location. Specifically, the *Agostini* decision found that public school
personnel could provide Title I services in private religious schools
without violating the Establishment Clause of the First Amendment to the
U.S. Constitution (which prohibits the establishment of a state
religion), provided certain safeguards are in place to prevent excessive
entanglement between church and state.

In 1994, the *Improving America's Schools Act* (*IASA*) reauthorized
*ESEA* and made two notable changes. First, Title I distributed funds
based on the number of poor children and not academic achievement
scores. Second, *IASA* included Uniform Provisions for the participation
of private school students and teachers, and strengthened the language
requiring consultation between private school and public school district
officials, stating that the consultation must be timely and meaningful.

In 2002, the reauthorization of *ESEA* through the *No Child Left Behind
Act* (*NCLB*) left the private school provisions of *IASA* largely
intact. Under Title I, the consultation requirements were strengthened,
adding a requirement that public school districts maintain a written
affirmation of consultation signed by an official of each participating
private school. A requirement that services provided to private school
students and teachers be made in a "timely manner" was added and the
list of programs requiring equitable participation under the Title IX
uniform provision was expanded.

Provision for equitable participation of private school students is
required in 12 major programs (See Exhibit 1). Nine of the twelve
programs are governed by the Title IX Uniform Provisions, which require
that public school districts and other grantees provide services and
benefits for private school students and teachers that are comparable to
those received by their public school counterparts.[^5] These services
must be proportionate with the number of eligible students attending
private schools in the public school district jurisdiction. Public
school districts must spend an equal amount of funds per eligible
private school student, offer private school students and teachers
activities equivalent to those available to public school participants,
and ensure that the services and programs provided remain secular,
neutral, and nonideological.

Furthermore, public school districts receiving money under *ESEA*
programs governed by the Uniform Provisions must consult with the
private schools in a timely and meaningful fashion on the following
topics:

1.  How children's needs will be identified;

2.  What services will be offered;

3.  How, where, and by whom the services will be provided;

4.  How the services will be assessed, and how the results of those
    assessments will be used to improve the program;

5.  The size and scope of equitable services and the amount of available
    funds;

6.  How and when the public school district will make decisions
    regarding provision of services (including who will receive them and
    who will provide them); and[^6]

7.  A thorough discussion of the views of private school officials on
    the provision of contract services through potential third-party
    providers.

This consultation must occur both before any decision is made that
impacts the participation of private school students and teachers and
throughout the design, development, implementation, and assessment of
those services.[^7]

There are three *ESEA* programs requiring equitable participation that
are not subject to the Title IX Uniform Provisions: Title I, Part A;
State Grants for Innovative Programs; and Javits Gifted and Talented
Education. Each have individual provisions governing the equitable
participation of private school students, and these requirements differ
slightly from the Title IX Uniform Provisions. In Title I, Part A, in
addition to providing equitable services and benefits to eligible
private school students, public school districts are also required to
provide equitable services to the parents and teachers of those
students, consult in a timely and meaningful way with private schools on
a number of specific topics, and obtain written affirmation from private
schools that such consultation has taken place.[^8] Equitable
participation stipulations in State Grants for Innovative Programs
require that public school districts provide secular and neutral
services to private school students and their teachers, in consultation
with private school officials. Expenditures for services for private
school students must be consistent with the number of students enrolled
in private schools within the public school districts' boundaries.[^9]
For Javits Gifted and Talented Education, the secretary of education
grants funding for specific programs benefiting gifted and talented
students. As a result, the secretary is held responsible for ensuring
equitable participation of both students and teachers in private schools
during the grant-making process. In the past few years, the number of
grants through Javits Gifted and Talented Education has been quite
small. For this reason, the program was not included in this report.

#  {#section-2 .Table}

#   {#section-3 .Table}

# Exhibit 1 Overview of *ESEA* Programs Eligible for Private School Student Participation {#exhibit-1-overview-of-esea-programs-eligible-for-private-school-student-participation .Table}

+------------+----------------------------------------------+----------+
| *          | **Brief Description**                        | **2007   |
| *Program** |                                              | Appropr  |
|            |                                              | iation** |
|            |                                              |          |
|            |                                              | (in      |
|            |                                              | m        |
|            |                                              | illions) |
+------------+----------------------------------------------+----------+
| Improving  | Provides funds to states and public school   | \$       |
| Basic      | districts with high percentages of           | 12,838.1 |
| Programs   | low-income students to help ensure that all  |          |
| Operated   | students are capable of meeting challenging  |          |
| by LEAs    | academic achievement standards.              |          |
| (Tit       |                                              |          |
| le I, Part |                                              |          |
| A)         |                                              |          |
+------------+----------------------------------------------+----------+
| Reading    | Provides funding to promote reading skills   | \        |
| First      | for grades K--3 by providing additional      | $1,029.2 |
| (Title I,  | resources, including materials, professional |          |
| Part B,    | development, diagnostics, and assessments.   |          |
| Subpart 1) |                                              |          |
+------------+----------------------------------------------+----------+
| Even Start | Promotes educational opportunities for       | \$82.3   |
| (Tit       | low-income families. Priorities include      |          |
| le I, Part | adult literacy, parenting education, and     |          |
| B, Subpart | early childhood education.                   |          |
| 3)         |                                              |          |
+------------+----------------------------------------------+----------+
| Migrant    | Focuses on meeting the educational needs of  | \$386.5  |
| Education  | migrant students, including minimizing       |          |
| (Tit       | disruption related to moves and overcoming   |          |
| le I, Part | cultural, language, and social barriers.     |          |
| C)         |                                              |          |
+------------+----------------------------------------------+----------+
| Improving  | Seeks to improve academic achievement by     | \        |
| Teacher    | increasing the number of highly qualified    | $2,887.4 |
| Quality    | teachers and administrators.                 |          |
| State      |                                              |          |
| Grants     |                                              |          |
| (Titl      |                                              |          |
| e II, Part |                                              |          |
| A)         |                                              |          |
+------------+----------------------------------------------+----------+
| M          | Supports partnerships between state          | \$182.2  |
| athematics | education agencies, local education          |          |
| and        | agencies, institutions of higher education,  |          |
| Science    | and schools designed to improve students'    |          |
| Pa         | academic achievement in mathematics and      |          |
| rtnerships | science.                                     |          |
| (Title II, |                                              |          |
| Part B)    |                                              |          |
+------------+----------------------------------------------+----------+
| E          | Seeks to improve academic achievement        | \$272.3  |
| ducational | through the use of technology in elementary  |          |
| Technology | and secondary schools through a variety of   |          |
| State      | means, including initiatives to improve      |          |
| Grants     | access to technology, the development of     |          |
| (Titl      | technology infrastructure, and professional  |          |
| e II, Part | development in the area of technology.       |          |
| D)         |                                              |          |
+------------+----------------------------------------------+----------+
| English    | Helps Limited English Proficiency (LEP)      | \$669.0  |
| Language   | students reach English language proficiency  |          |
| A          | to improve their overall academic            |          |
| cquisition | performance. Can be used to provide language |          |
| (          | training to both students and teachers.      |          |
| Title III, |                                              |          |
| Part A)    |                                              |          |
+------------+----------------------------------------------+----------+
| Safe and   | Funds programs to ensure safe and drug-free  | \$346.5  |
| Drug-Free  | school environments. Activities supported    |          |
| Schools    | include professional development; conflict   |          |
| and        | resolution; drug, violence, and suicide      |          |
| C          | prevention; character education; and         |          |
| ommunities | counseling.                                  |          |
| State      |                                              |          |
| Grants     |                                              |          |
| (Title IV, |                                              |          |
| Part A)    |                                              |          |
+------------+----------------------------------------------+----------+
| 21         | Supports summer, before-school, and          | \$981.2  |
| st-Century | after-school services for students and       |          |
| Community  | families from low performing schools.        |          |
| Learning   |                                              |          |
| Centers    |                                              |          |
| (Title IV, |                                              |          |
| Part B)    |                                              |          |
+------------+----------------------------------------------+----------+
| State      | Promotes innovative programs in teaching and | \$99.0   |
| Grants for | learning. Funds can be used for professional |          |
| Innovative | development, library materials, educational  |          |
| Programs   | equipment, computer software, mental health  |          |
| (Title V,  | services, and parent or community            |          |
| Part A)    | involvement programs.                        |          |
+------------+----------------------------------------------+----------+

## Title I

This report provides a particularly in-depth examination of Title I,
Part A, which is the largest federal education program and also has
special requirements related to private school participants. As a
consequence, the participation of private school students, teachers, and
parents receiving Title I, Part A, services and the specific
requirements of the program are given special attention in this report.

Title I, Part A, is the only federal program in which data are available
on the participation of private school students over time. In the
2003--04 school year, there were over 188,000 private school students
nationwide participating in Title I, Part A. This represented 3 percent
of the entire private school population and 1 percent of all Title I,
Part A, participants. The number of private school students
participating in Title I has increased gradually over the years,
although it remains below the high of 213,500 reached in 1980--81 (See
Exhibit 2).[^10]

# Exhibit 2 Total Private School Students Participating in Title I, Part A, 1979--2004 {#exhibit-2-total-private-school-students-participating-in-title-i-part-a-19792004 .Table}

![](media/image3.wmf){width="6.219444444444444in"
height="3.3833333333333333in"}

> Exhibit Reads: More than 180,000 private school students participated
> in Title I, Part A, programs in 1979--80.
>
> Source: Consolidated State Performance Reports. See Exhibit A-1 for
> more detailed data.

##  "Parentally Placed" Private School Students and the *Individuals with Disabilities Education Act* (*IDEA*)

The *Individuals with Disabilities Education Act* (*IDEA*) requires
equitable provision of services for children with disabilities enrolled
by their parents in private schools. In 1975, Congress passed the
*Education For All Handicapped Children Act*. It required that students
with disabilities "receive special education and related services
specially designed to meet their needs."[^11] The goal of this act was
to provide students with disabilities a free and appropriate public
education (FAPE). In 1990, the act was reauthorized as *IDEA*.

The 2004 *IDEA* legislation assigned distinct responsibilities related
to consultation and funding to public school districts. After consulting
with private school officials and parent representatives, public school
districts must conduct a child find process similar to the activities
undertaken for the agency's public school district children to ensure
equitable participation for eligible students attending private schools
located in the public school district's jurisdiction, regardless of the
child's residence.[^12]

In addition, the public school district must spend a proportionate
amount of federal funds for special education and related services for
children with disabilities enrolled in private schools by their
parents.[^13] This amount is based on the counts of eligible children
with disabilities produced through the child find process.

The public school districts have a responsibility to provide equitable
services for parentally placed private school students with disabilities
as a group. No parentally placed private school child with a disability
has an individual right to receive some or all of the special education
and related services that the child would receive if enrolled in a
public school. After timely and meaningful consultation has occurred,
the public school districts expend a proportionate share of federal
*IDEA* funds on special education and related services for such
children. The 2004 reauthorization of *IDEA* strengthened consultation
requirements stating that public school districts must engage in timely
and meaningful consultation with private school representatives and
representatives of parents of parentally placed students during the
design and development of special education programs. In addition,
public school districts must obtain written affirmation from private
school representatives that timely and meaningful consultation has taken
place.

## Research Background and Evaluation Questions

Both *ESEA* and *IDEA* require that public school districts provide
benefits and services associated with federal education programs to
private school students and other eligible participants (i.e., teachers
and parents). Public school districts have some flexibility in deciding
where and how services will be provided to students.

The Department of Education conducted a study in 1998 focused solely on
Title I, Part A, services. The report found that "despite generally
positive assessments of the working relationships between Title I
administrators and staff and private school representatives, there are
significant differences in their reports about who is involved in
consultation and about the topics that are discussed."[^14]

Building on this previous research, this report provides a current
overview of details surrounding private school students' participation
in federal education programs---how much money is allocated, what
services are provided, and in what form. This report examines private
school student, teacher and parent participation in 11 of the 12 major
*ESEA* programs that have such equity requirements, as well as *IDEA*.
The study was guided by four major evaluation questions:

-   **Participation.** How many private school students, teachers, and
    parents participate in federal education programs?

-   **Services.** What are the services provided by federal education
    programs to private school participants?

-   **Consultation.** What is the nature and extent of consultation
    between public school districts and private schools regarding
    federal education programs?

-   **Funding.** What percentage of federal education program funds do
    public school districts allocate for services to private school
    participants?

In addition, the study examines the location of Title I, Part A,
services provided to private school participants and the child find
practices public school districts use to seek out and identify children
with disabilities enrolled by their parents in private schools.

Six chapters follow. Chapter 2 describes the research methods behind the
study. Chapter 3 provides a description of participation rates of
private school students, teachers, and parents in different federal
education programs as reported by private schools. Chapter 4 reports on
the services provided to private school participants based on responses
from both private schools and public school districts. Chapter 5
examines the consultation process, again relying on reports from the
private schools and the public school districts. Chapter 6 looks at
reports by public school districts on the amount of federal program
funds allocated for services for private school participants. Chapter 7,
the final chapter, presents overall conclusions. Throughout the report
notable differences in the responses of private schools and public
school districts are identified. The final section suggests possible
reasons for these differences.

#   {#section-4 .unnumbered}

# 2. Methods

Surveys of a nationally representative sample of both public school
districts and private schools provide the data for the results presented
in this report (Appendix C). The data were collected during the fall and
winter of 2005--06. The original sample included 607 public school
districts and 1,501 private schools. The response rate was 98 percent
for public school districts and 80 percent for private schools. A basic
description of the sample design is provided below and a more detailed
description of the methods can be found in Appendix B.

**Public school districts.** The sample universe was created using the
National Center for Education Statistics (NCES) Common Core of Data
(CCD) Local Education Agency Universe File (2002--03) and the Private
School Universe Survey (PSS) (2003--04).

The sample of public school districts was selected prior to the sample
of private schools. Public school districts were drawn at random from a
list of public school districts with at least one private school located
within their geographic boundaries. Public school districts were
stratified based on size, rate of free and reduced-price lunch program
participation, and number of private school students located within
their boundaries. Public school districts with only one or two private
schools in their boundaries were further stratified by the religious
affiliation of the private schools. Each public school district was
randomly selected with a probability proportionate to the number of
private schools located within the public school district's boundaries.
As a result, public school districts with many private schools located
within their boundaries had a much greater chance of entering the
sample. In all, 607 public school districts were selected.

This sample design allows an analysis of public school district
responses in two different ways. First, the sample can be weighted to
represent a simple average of all public school districts with at least
one private school within their boundaries. Public school districts with
one or many private schools in their boundaries are treated the same.
This approach facilitates simple discussion of results by describing the
average characteristics of all public school districts regardless of the
number of private schools in their boundaries. The primary disadvantage
of this approach is that it may give an inaccurate picture of the
district where most private schools are located because private schools
tend to be concentrated in large public school districts. For example,
one third of private schools are located in public school districts with
more than 30,000 public school students; but these public school
districts represent only 3 percent of public school districts with at
least one private school.

The second approach takes into account the distribution of private
schools across public school districts by stratifying the public school
districts by the number of private schools in their boundaries. In other
words, every private school is linked with the data relevant to the
public school district in which it is located and the average is taken
across all private schools. This approach does not require weighting so
the estimates are also more precise than the first approach. The primary
disadvantage of this approach is that it is difficult to discuss the
public school district results in simple terms because the district
results are all implicitly weighted by the number of private schools
located in their boundaries.

The different approaches result in differences in descriptions of the
public school district context in which private schools operate. For
example, the average public school district with at least one private
school within district boundaries had about 6,000 public school
students. But the average private school was located in a public school
district that served nearly 90,000 public school students and that had,
on average, 75 private schools within their boundaries (See Exhibit
A-2).

[]{.mark}

While the body of the report provides responses of public school
districts in terms of the average public school district with at least
one private school in its boundaries, the appendix has two sets of
statistics for public school district responses to the survey. The first
set is in terms of the average for public school districts with one
private school in their boundaries; the second can be interpreted as the
percent of private schools operating under certain public school
district conditions. Large differences in these estimates are noted in
the body of the report.

**Private schools.** Private schools were randomly selected from those
located in the sampled public school districts in inverse proportion to
the number of private schools in the public school district.[^15] This
was done to adjust for the fact that public school districts with larger
numbers of private schools had a higher probability of being selected
for the district sample. The resulting sample of private schools,
therefore, was nationally representative. The private schools were
identified using the Private School Universe Survey matched to public
school districts by ZIP Code using the Common Core of Data. In order to
ensure representative data, private schools were stratified according to
the enrollment of the public school district in which they are located,
religious affiliation, rate of free and reduced-priced lunch program
participation in the public school district in which the private school
is located, and number of students in the private school. A sample of
1,501 private schools was selected. Catholic schools responded at higher
rates than private schools with other religious affiliations. As a
result, the data were weighted to adjust for the differential response
rate among private schools with different religious affiliations in
order to ensure a nationally representative sample of private schools.

One limitation of this data is that data was not collected from
organizations like archdioceses, which may have participated in the
*IDEA* consultation process on behalf of Catholic schools under its
jurisdiction. The questions posed to private schools related to *IDEA*
consultation were designed to include consultation that occurred with
archdioceses. Nevertheless, the findings on the degree to which
consultation took place should be interpreted with caution.

# 3. Private School Participants in Federal Education Programs

*ESEA* requires that public school districts provide equitable services
to eligible private school students, teachers, and parents in certain
federal education programs. Public school districts are also required to
provide special education and related services to some eligible students
under *IDEA*. This section explores private school student, teacher and
parent participation in federal education programs. It also examines why
private school participants might not take part in these programs.

+-----------------------------------------------------------------------+
| Key Findings About Private School Participants in Federal Education   |
| Programs Under *ESEA* and *IDEA*                                      |
|                                                                       |
| *ESEA*                                                                |
|                                                                       |
| -   Forty-four percent of private schools had at least one            |
|     participant in an *ESEA* program. However, there was not a single |
|     individual *ESEA* program (e.g. Title I, Part A) in which more    |
|     than 20 percent of private schools had at least one participant.  |
|                                                                       |
| -   Catholic schools were more likely than other private schools to   |
|     have at least one participant in an *ESEA* program.               |
|                                                                       |
| -   Private schools with *ESEA* program participants tended to be     |
|     larger than private schools on average (239 students vs. 198      |
|     students). This is largely because Catholic schools were          |
|     significantly more likely to have participants in *ESEA* programs |
|     and these private schools tended to be larger than other          |
|     religious or nonsectarian private schools.                        |
|                                                                       |
| -   The percentage of students participating in a particular *ESEA*   |
|     program in a given private school varied substantially by the     |
|     religious affiliation and size of the school. For example, while  |
|     nonsectarian schools were less likely than Catholic schools to    |
|     have participants in *ESEA* programs, those that did have         |
|     participants were likely to have a majority of their students     |
|     participating in four out of the five programs that private       |
|     schools most often reported having participants.                  |
|                                                                       |
| -   The most common reason given by private schools with no *ESEA*    |
|     participants for not having participants in *ESEA* programs was a |
|     conscious decision not to be involved in federal programs (58     |
|     percent). However, 40 percent of private schools with no *ESEA*   |
|     participants reported having no knowledge of federal education    |
|     programs under *ESEA*.                                            |
|                                                                       |
| *IDEA*                                                                |
|                                                                       |
| -   *IDEA* had the highest percentage of private schools with         |
|     participants of any federal education program (43 percent).       |
+-----------------------------------------------------------------------+

## Private School Participants in *ESEA* Programs

**There was not a single individual *ESEA* program in which more than 20
percent of private schools had at least one participant.** The two
*ESEA* programs with the highest levels of participation were State
Grants for Innovative Programs (20 percent) and Improving Teacher
Quality State Grants (20 percent). The participation rate was over 15
percent in three other programs: Safe and Drug-Free Schools and
Communities State Grants (19 percent), Title I, Part A (16 percent), and
Educational Technology State Grants (16 percent)

(See Exhibit 3).

For six other *ESEA* programs, 6 percent or fewer private schools had at
least one participant: Even Start, Reading First, 21st-Century Learning
Communities, Mathematics and Science Partnerships, English Language
Acquisition, and Migrant Education. These programs generally have lower
rates of public school district participation, and therefore, fewer
private school students receiving equitable services. As a result of the
low levels of participation and the resulting small sample size for
these programs, the majority of the report focuses on the five programs
where at least 15 percent of private schools had at least one
participant.

# Exhibit 3 Private Schools With at Least One Participant in Federal Education Programs, 2004--05 {#exhibit-3-private-schools-with-at-least-one-participant-in-federal-education-programs-200405 .Table}

![](media/image4.wmf){width="4.882638888888889in"
height="4.180555555555555in"}

**Overall, 44 percent of private schools had at least one participant in
an *ESEA* program.** **But participation varied widely by religious
affiliation.** Eighty percent of Catholic schools had *ESEA* program
participants, while 28 percent of other religious schools and 25 percent
of nonsectarian schools had reported participants. A similar pattern of
participation was evident for the largest *ESEA* program,
Title I, Part A. Sixteen percent of private schools overall had
participants in Title I, Part A, as compared to more than twice that
rate (37 percent) among Catholic schools (See Exhibit 4).

# Exhibit 4 Private Schools With at Least One Participant in *ESEA* Programs, 2004--05 {#exhibit-4-private-schools-with-at-least-one-participant-in-esea-programs-200405 .Table}

![](media/image5.wmf){width="5.471527777777778in"
height="3.8805555555555555in"}

# Exhibit 5 Size of Private Schools, 2004--05 {#exhibit-5-size-of-private-schools-200405 .Table}

![](media/image6.wmf){width="5.326388888888889in"
height="2.670138888888889in"}

[]{.mark}

Private schools with *ESEA* program participants tended to be larger
than private schools on average (237 students vs. 172 students). This is
largely because Catholic schools were significantly more likely to have
participants in *ESEA* programs and these private schools tended to be
larger than other religious or nonsectarian private schools (See Exhibit
5). However, it could also be because larger private schools are more
likely to find it worthwhile to have participants. As a result, a much
larger fraction of all Catholic school students were in a private school
with at least one *ESEA* program participant (83 percent as compared to
30 percent of other religious private school students and 17 percent of
nonsectarian private school students). Overall, about half (51 percent)
of private school students were in a private school with at least one
*ESEA* participant.

#  {#section-5 .Table}

Overall, less than 10 percent of private school students participated in
any one of the five federal programs where private schools most often
indicated having participants (See Exhibit 6). A higher fraction of
students in Catholic schools participated, ranging from 3 percent in
Reading First to 23 percent in Safe and Drug-Free Schools and
Communities State Grants. In other religious and nonsectarian schools,
less than 5 percent of students participated in any one of the five
programs.

# Exhibit 6 Percent of Private School Students Participating in *ESEA* Programs by School Religious Affiliation, 2004--05  {#exhibit-6-percent-of-private-school-students-participating-in-esea-programs-by-school-religious-affiliation-200405 .Table}

![](media/image7.wmf){width="4.918055555555555in"
height="3.4430555555555555in"}

The percentage of private school students participating in *ESEA*
programs in each school varied based on the particular program (See
Exhibit 7). Of the five *ESEA* programs with the largest number of
private schools with participants, the average participation rate of
private school students within a private school were lowest in Title I,
Part A, and Reading First (22 and 25 percent of students in the average
private school, respectively). The other three programs---Educational
Technology State Grants, Safe and Drug-Free Schools and Communities
State Grants, and State Grants for Innovative Programs---had a higher
percent of students participating (34 percent, 65 percent, and 50
percent of students in the average private school, respectively). The
reason for this might be that not all students qualify as eligible for
Reading First and Title I, Part A, services. However, it is not possible
to know the number of eligible private school students for each program
from the available data.

#  {#section-6 .Table}

# Exhibit 7 *ESEA* Program Participation Rate of Students at Private Schools With *ESEA* Participants by School Religious Affiliation, 2004--05 {#exhibit-7-esea-program-participation-rate-of-students-at-private-schools-with-esea-participants-by-school-religious-affiliation-200405 .Table}

![](media/image8.wmf){width="5.070138888888889in"
height="3.5944444444444446in"}

The percentage of students participating in a particular *ESEA* program
in a given private school varied substantially by the religious
affiliation and enrollment of the school. For example, while
nonsectarian schools were less likely than Catholic schools to have
participants in *ESEA* programs, those that did have participants were
likely to have a majority of their students participating in four out of
the five programs that private schools most often reported having
participants. By comparison, only 14 percent of Catholic school students
participated in Title I, Part A, when schools had at least one *ESEA*
participant, while the average at nonsectarian schools with *ESEA*
participants was 72 percent. This finding also helps explain why, among
private schools with at least one participant in *ESEA* programs, the
smaller schools (those with fewer than 100 students) tended to have a
higher fraction of students participating in most of the five *ESEA*
programs (See Exhibit A-7). Nonsectarian private schools with *ESEA*
participants have the smallest average number of students (138 compared
to the average of 237) (See Exhibit 5).

The Reading First program seemed to follow different patterns related to
the density of private school student participation, the religious
affiliation of the private school, and private school size. A larger
percentage of students in private schools with a religious affiliation
other than Catholic participated in Reading First (46 percent compared
with 23 percent in Catholic schools and 20 percent in nonsectarian).
Additionally, unlike the other four *ESEA* programs discussed here, the
percentage of private school students participating in Reading First was
higher in private schools with less than 300 students (20 to 33 percent)
than in larger schools (9 to 11 percent).

# Exhibit 8 Private Schools With at Least One Student, Teacher or Parent Participating in *ESEA* Programs, 2004--05 {#exhibit-8-private-schools-with-at-least-one-student-teacher-or-parent-participating-in-esea-programs-200405 .Table}

![](media/image9.wmf){width="5.297916666666667in"
height="4.042361111111111in"}

According to reports from private schools with at least one *ESEA*
participant, participation in various *ESEA* programs among private
school students and teachers was similar. Eleven percent of private
schools reported that at least one of their teachers participated in
Safe and Drug-Free Schools and another eleven percent reported having at
least one student who participated. Reports from private schools
regarding the participation of their students and teachers in Title I,
Part A, State Grants for Innovative Programs, and Reading First
reflected similar trends. The largest differences in participation
levels between students and teachers were seen in Education Technology
State Grants and Improving Teacher Quality State Grants with a larger
percentage of teachers participating in these programs, which is not
surprising given the focus of these programs. Only Title I, Part A, and
Even Start provide services directly to parents. Less than one percent
of private schools reported having at least one parent who participated
in one of these programs (See Exhibit 8).

## Reasons Private Schools Do Not Have Participants in *ESEA* Programs

**Of the 56 percent of private schools with no *ESEA* participants, the
majority (58 percent) reported that they made a conscious decision not
to participate.** **Forty percent of private schools with no *ESEA*
participants reported having no knowledge of federal education programs
under *ESEA*** (See Exhibit 9). However, 14 percent of the private
schools that reported having no knowledge of *ESEA* programs also
reported making a conscious decision not to participate. Nonsectarian
private schools were significantly less likely than other religious
schools to report they made a conscious choice not to participate (See
Exhibit A-8). Additionally, 8 percent of private school officials
reported that they contacted the public school district to inquire about
*ESEA* programs but did not receive a response.

# Exhibit 9 Reasons Private Schools Did Not Have Participants in *ESEA* Programs, 2004--05  {#exhibit-9-reasons-private-schools-did-not-have-participants-in-esea-programs-200405 .Table}

![](media/image10.wmf){width="5.967361111111111in"
height="2.848611111111111in"}

At private schools where students did not receive Title I, Part A,
benefits, the most common reason (50 percent) for lack of student
participation was that the private school did not have educationally
needy students residing in a Title I, Part A, attendance area. The
second most common reason (44 percent) for student nonparticipation was
that the private school chose not to participate (See Exhibit 10).

## Parentally Placed Private School Participants in *IDEA*

***IDEA* had the highest percentage of private schools with participants
of any federal education program (43 percent).** The rate of
participation among Catholic schools with at least one student receiving
*IDEA* services (62 percent) was significantly higher than in
nonsectarian (39 percent), and other religious private schools (30
percent) (See Exhibit A‑4).

# Exhibit 10 Reasons Private Schools Did Not Have Student Participants in Title I, Part A, 2004--05 {#exhibit-10-reasons-private-schools-did-not-have-student-participants-in-title-i-part-a-200405 .Table}

![](media/image11.wmf){width="6.416666666666667in"
height="3.1479166666666667in"}

# 4. Provision of Services

Under certain programs, public school districts are required by *ESEA*
to provide services and benefits to private school students and teachers
that are equitable to the services and benefits that public school
students and teachers receive. New *ESEA* requirements for equitable
participation of private school participants in Title I, Part A, include
parental involvement for parents of Title I participants and
professional development for teachers of Title I participants.

In addition, the *IDEA* requires that public school districts carry out
timely and meaningful consultation with private school and parent
representatives on issues that may affect the equitable provision of
services to parentally placed private school students with disabilities
in federally funded special education and related services. *IDEA* also
requires public school districts to conduct child find activities to
locate, identify, and evaluate parentally placed private school students
with disabilities attending private schools located in the geographic
area served by the district.

This section examines the provision of *ESEA* services to private school
participants by public school districts with a special focus on the new
requirements for parents and teachers of students participating in Title
I, Part A, and the provision of *IDEA* services for private school
students with disabilities. It also describes the *IDEA* child find
process public school districts use in identifying private school
students with disabilities.

+-----------------------------------------------------------------------+
| Key Findings in the Provision of Services for Federal Education       |
| Programs Under *ESEA* and *IDEA*                                      |
|                                                                       |
| *ESEA*                                                                |
|                                                                       |
| -   The vast majority of public school districts containing at least  |
|     one private school within their boundaries reported providing no  |
|     services under Reading First; English Language Acquisition;       |
|     21st-Century Community Learning Centers; Even Start; Migrant      |
|     Education; and Mathematics and Science Partnerships. However,     |
|     this does not take into account whether public school districts   |
|     received federal funds for these programs or had eligible private |
|     school students within district boundaries.                       |
|                                                                       |
| -   Private schools reported that the most common services provided   |
|     through *ESEA* programs were professional development for private |
|     school teachers and the provision of equipment and materials.     |
|                                                                       |
| -   The majority of public school districts expended Title I, Part A, |
|     funds for services based on the number of eligible students in a  |
|     specific private school. The majority of Title I, Part A,         |
|     services were provided at the private school site by a public     |
|     school district employee.                                         |
|                                                                       |
| Key Findings in the Provision of Services for Federal Education       |
| Programs Under *ESEA* and *IDEA* (continued)                          |
|                                                                       |
| *IDEA*                                                                |
|                                                                       |
| -   The majority of public school districts reported providing *IDEA* |
|     services to parentally placed private school students with        |
|     disabilities while 11 percent of public school districts reported |
|     providing no services to eligible private school students.        |
|                                                                       |
| -   The most common services public school districts provided were    |
|     speech and language therapy and special education instruction.    |
|                                                                       |
| -   Less than half (45 percent) of private schools indicated that     |
|     they received information about the referral of students with     |
|     potential disabilities.                                           |
|                                                                       |
| -   Public school districts reported identifying twice as many        |
|     eligible students for *IDEA* services than private schools        |
|     reported referring to the public school districts.                |
+-----------------------------------------------------------------------+

## Provision of *ESEA* Program Services

**The vast majority of public school districts containing at least one
private school within their boundaries reported providing no services
under Reading First; English Language Acquisition; 21st-Century
Community Learning Centers; Even Start; Migrant Education; and
Mathematics and Science Partnerships.** Low rates of service provision
partially reflect the relatively small number of public school districts
that received funds for these programs rather than a failure on the
district's part.[^16] About half of private schools with *ESEA*
participants had participants who received services from State Grants
for Innovative Programs (48 percent) and Improving Teacher Quality State
Grants (48 percent), the same programs that public school districts
(with at least one private school in their boundaries) most frequently
reported providing for private school participants (50 percent) (See
Exhibit 11).

Also, as noted earlier, responses from private schools with *ESEA*
participants and from public school districts with at least one private
school in their boundaries do not necessarily make for accurate
cross-comparisons. Private schools tend to be located in very large
public school districts that have many private schools within their
boundaries. When public school districts responses were weighted to
account for the number of private schools in their boundaries, the
percent of private schools in public school districts that provide
services under State Grants for Innovative Programs and Improving
Teacher Quality State Grants (and other programs) is higher (65 percent
and 68 percent, respectively) (See Exhibit A-11).[^17] This suggested
that public school districts serving a larger fraction of private
schools are more likely to provide *ESEA* program services than is
otherwise indicated by the simple district percentage.

# Exhibit 11 Private School and Public School District Reports of *ESEA* Program Service Provision, 2004--05 {#exhibit-11-private-school-and-public-school-district-reports-of-esea-program-service-provision-200405 .Table}

![](media/image12.wmf){width="5.768055555555556in"
height="5.361111111111111in"}

These weighted public school district findings raise the question: Why
are service provision rates reported by private schools lower than the
rates reported by public school districts---and by 20 percentage points?
One reason may be that public school districts provide services to
private school participants in some, but not all, private schools
located within their boundaries. Other explanations for these
discrepancies are discussed in detail later in this report.

**Private schools reported that the most common services provided
through *ESEA* programs were professional development for private school
teachers and the provision of equipment and materials.** Not
surprisingly, nearly all private schools with participants in *ESEA*
programs identified Improving Teacher Quality State Grants as a source
of support for professional development for private school teachers (93
percent), though other programs were also frequently identified. More
than half of private schools with participants in the respective
programs identified Title I, Part A (54 percent), Safe and Drug-Free
Schools (53 percent), Educational Technology State Grants (62 percent),
and State Grants for Innovative Programs (74 percent) as sources for
equipment or materials. Similarly, among private schools with
participants, Title I, Part A, and Safe and Drug-Free Schools were most
often reported as sources of instructional services for students (79 and
53 percent, respectively) (See Exhibit 12).

Public school districts reported a similar pattern of service by program
with two exceptions. Public school districts were much more likely to
report providing professional development through Title I, Part A (63
percent), than private schools reported teachers receiving such services
(33 percent). Public school districts were also more likely to report
providing Title I, Part A, parental involvement services (60 percent)
than private schools reported parents of eligible students receiving
such services (27 percent).

More detailed findings suggested that private schools may have
underreported professional development and parent involvement services
their participants received when asked about these two areas in broad
terms. When private schools and public school districts were asked about
specific Title I, Part A, parental involvement activities, a much higher
percentage reported service provision. Ninety-two percent of public
school districts reported providing at least one parental involvement
activity to private school parents, and 84 percent of private schools
reported that parents received such services (See Exhibit 13). Still,
private school--public school district differences remained.

A similar pattern emerged for professional development. As with parental
involvement activities, *ESEA* requires equitable participation of
private school teachers of Title I, Part A, participants in professional
development. When asked about specific Title I professional development
activities, a much higher percentage of public school districts and
private schools indicated such activities took place than when asked
about professional development services generally. Eighty-eight percent
of public school districts reported providing at least one professional
development activity in the past year, and 83 percent of private schools
with at least one participant in Title I, Part A, reported the
involvement of their staff in a professional development activity in the
past year (See Exhibit 14). Interestingly, a much larger percentage of
private schools reported teachers receiving payment for graduate courses
and services at the school site than public school districts reported
providing.

# Exhibit 12 Types of *ESEA* Program Services, 2004--05 {#exhibit-12-types-of-esea-program-services-200405 .Table}

![](media/image13.wmf){width="6.490972222222222in"
height="8.247916666666667in"}

# Exhibit 13 Title I, Part A, Parental Involvement Activities, 2004--05 {#exhibit-13-title-i-part-a-parental-involvement-activities-200405 .Table}

![](media/image14.wmf){width="5.910416666666666in"
height="4.302777777777778in"}

# Exhibit 14 Title I, Part A, Professional Development Activities, 2004--05 {#exhibit-14-title-i-part-a-professional-development-activities-200405 .Table}

![](media/image15.wmf){width="6.499305555555556in"
height="3.7118055555555554in"}

Public school districts were also asked additional questions about Title
I, Part A, including how funds were allocated, what services were
offered during nonschool hours, and where services were provided.
**Seventy-eight percent of public school districts providing Title I,
Part A, services expended funds for services on a private school by
private school basis, based on the number of students in that private
school who were from low-income families.** Twenty‑eight percent of
private schools were located in public school districts that expended
funds by combining or pooling the funds and providing services to the
students most at risk. (See Exhibit A-15).

Among public school districts that provided Title I, Part A, services to
private school students, 37 percent provided these services to private
school students during nonschool hours (See Exhibit A‑16). Sixty-three
percent of public school districts reported that private school students
did not participate in Title I, Part A, activities during nonschool
hours. Of these districts, 44 percent did not offer extended time
services under Title I, Part A, to either public or private school
students while 30 percent offered extended time services in which
private school students did not participate. Public school districts
that provided Title I, Part A, services to private school students
reported that services were typically provided by a public school
teacher at a private school site (49 percent) (See Exhibit A-17).

Fifty-six percent of public school districts that received Title I, Part
A, funds did not provide funds for Title I services to private school
participants (See Exhibit A-18). These public school districts reported
several reasons for not allocating funds for services to private school
students (See Exhibit 15). Notably, public school districts most
commonly cited private school refusal as the reason for not providing
services. As noted earlier, the majority (58 percent) of private
schools, where participants did not receive federal services, made a
conscious decision not to participate. However, a significant number of
private schools (40 percent) reported no knowledge of federal education
programs (See Exhibit 9).

# Exhibit 15 Reasons Public School Districts Did Not Allocate Title I, Part A, Funds for Services for Private School Participants, 2004--05 {#exhibit-15-reasons-public-school-districts-did-not-allocate-title-i-part-a-funds-for-services-for-private-school-participants-200405 .Table}

![](media/image16.wmf){width="6.497916666666667in"
height="3.0347222222222223in"}

## Provision of *IDEA* Services

The majority of public school districts reported providing *IDEA*
services to parentally placed private school students, while 11 percent
of public school districts reported providing no services to eligible
private school students. The most common reason given by public school
districts for not providing any services was parents declining services
(61 percent) (See Exhibit A-21). Forty-three percent of private schools
reported that they had students receiving *IDEA* services (See Exhibit
A-4). The discrepancy between public school district and private school
reporting is at least partially attributable to the fact that while many
private schools do not have students receiving *IDEA* services, many
public school districts have several private schools inside their
boundaries with at least one student receiving such services.

The most common services public school districts provided were speech
and language therapy (92 percent) and special education instruction (78
percent) (See Exhibit 16). The top three types of services that private
schools reported at least one of their students received were:
speech-language (45 percent), special education instruction (34
percent), and transportation (19 percent). The provision of services
tended to be direct rather than consultative. For example, 63 percent of
public school districts reported that special education instructional
services were direct while 15 percent reported that they were
consultative (See Exhibit A-19). Both public school districts and
private schools reported that these services were somewhat more likely
to happen at public school sites than private school sites (See Exhibit
A-20).

# Exhibit 16 *IDEA* Services, 2004--05 {#exhibit-16-idea-services-200405 .Table}

![](media/image17.wmf){width="5.527777777777778in"
height="3.247916666666667in"}

Thirty-eight percent of public school districts reported providing
*IDEA* services to some but not all eligible private school students
(See Exhibit A-22). Eighty-one percent of public school districts
reported that the reason not all eligible private school students
received services was parental refusal of services. Twenty-nine percent
reported inadequate *IDEA* funds as a reason that not all eligible
children received services (See Exhibit 17). It is important to note
that *IDEA* does not require that all eligible students receive services
or that public school districts spend more than the proportionate share
of *IDEA* funds to provide services to eligible private school students.

# Exhibit 17 Reasons Public School Districts Provided *IDEA* Services to Some But Not All Eligible Private School Students, 2004--05 {#exhibit-17-reasons-public-school-districts-provided-idea-services-to-some-but-not-all-eligible-private-school-students-200405 .Table}

![](media/image18.wmf){width="5.902777777777778in"
height="2.9604166666666667in"}

## *IDEA* "Child Find" Practices 

In addition to spending a proportionate amount of federal funds for
special education and related services for children with disabilities
enrolled in private schools by their parents, public school districts
are also required to conduct "child find" activities similar to the
activities used for locating, identifying, and evaluating students with
disabilities in public schools.

Ninety‑two percent of public school districts with at least one private
school in their boundaries reported conducting a child find process to
identify *IDEA* eligible students in private schools.

**In contrast, less than half (45 percent) of private schools indicated
that they received information about the referral of students with
possible disabilities** (See Exhibit A-23). Fifty-three percent of
private schools reported receiving information from the local public
school district regarding services for private school students with
disabilities.

Public school districts reported that their own staff most frequently
determined *IDEA* eligibility for private school students (86 percent).
Thirty-three percent of public school districts reported using a
contracted third party (See Exhibit A-25). Public school districts
reported identifying twice as many students eligible for services than
private schools reported referring for services (See Exhibit 18).

#  {#section-7 .Table}

# Exhibit 18 Private School Reports of the Average Number of Parentally Placed Private School Students Identified for Special Education Services, 2004--05 {#exhibit-18-private-school-reports-of-the-average-number-of-parentally-placed-private-school-students-identified-for-special-education-services-200405 .Table}

![](media/image19.wmf){width="5.307638888888889in"
height="2.1395833333333334in"}

In order to fulfill their *IDEA* obligations to conduct a thorough child
find process, public school districts engaged in a variety of child find
activities, including outreach to private schools, distribution of
informational brochures, and providing information on Web sites (See
Exhibit 19). Seventy-two percent of public school districts with at
least one private school located within their boundaries provided
outreach to private schools, which was the most common child find
activity for identifying students with disabilities.

# Exhibit 19 Child Find Procedures Used to Identify Parentally Placed Private School Students Eligible for *IDEA* Services, 2004--05 {#exhibit-19-child-find-procedures-used-to-identify-parentally-placed-private-school-students-eligible-for-idea-services-200405 .Table}

![](media/image20.wmf){width="5.711111111111111in"
height="3.842361111111111in"}

Private schools can assist public school districts with child find
activities but are not required to do so. Forty-three percent of private
schools provided public school districts with contact information of
parents of students with suspected disabilities (See Exhibit 20). In
addition, 37 percent of private schools reported referring students or
parents to the public school district's *IDEA* representative. A smaller
percentage of private schools also engaged in other assistance
activities, including organizing parent information sessions (18
percent) and providing the public school district with a mailing list of
all parents (11 percent). Forty-two percent of private schools reported
that the public school district did not ask for the private school's
assistance with child find activities.

# Exhibit 20 Private School Assistance in Child Find Activities, 2004--05 {#exhibit-20-private-school-assistance-in-child-find-activities-200405 .Table}

![](media/image21.wmf){width="6.495138888888889in"
height="3.1013888888888888in"}

#   {#section-8 .unnumbered}

# 5. Consultation Process

Consultation between public school districts and private schools is
required by both *ESEA* and *IDEA* before any decision is made that
affects the opportunities of eligible private school students and
teachers to participate. For both *ESEA* and *IDEA* the consultation
must be timely and meaningful. Public school districts and private
schools engage in consultation for *ESEA* programs regarding identifying
students' and teachers' needs, types of services, provision of services,
program assessment, size, scope and funding of services, third-party
providers, and public school districts' decision-making processes about
the services. Title I, Part A, requires consultation to include
additional topics and written confirmation of consultation. New
requirements of *ESEA* have expanded Title I, Part A, consultation
topics to include parental involvement and professional development.

*IDEA* also includes a consultation provision that requires public
school districts to consult with private school representatives and
representatives of parents of children with disabilities during the
design and development of special education and related services
regarding: a) child find; b) proportionate share of funds; c)
consultation process; d) provision of special education and related
services; and e) written explanation by the public school district
regarding services. Public school districts may consult with individual
private schools or organizations that represent a group of schools, like
an archdiocese. Public school districts are required to expend a
proportionate share of *IDEA* funds for services to private school
students with disabilities.

+-----------------------------------------------------------------------+
| Key Findings in Consultation Process for Federal Education Programs   |
| under *ESEA* and *IDEA*                                               |
|                                                                       |
| *ESEA*                                                                |
|                                                                       |
| -   Public school districts and private schools with participants in  |
|     a particular *ESEA* program generally reported similar levels of  |
|     consultation about that *ESEA* program.                           |
|                                                                       |
| -   Limited communication from the public school district was the     |
|     most common reason private schools gave for the absence of timely |
|     and meaningful consultation. Seven percent of public school       |
|     districts identified poor coordination within the public school   |
|     district office as a barrier to timely and meaningful             |
|     consultation.                                                     |
|                                                                       |
| -   The most common topics discussed in consultations included the    |
|     needs and numbers of eligible students, the amount of funding     |
|     available, the types of services to be provided, and the location |
|     of services. Newly required topics for Title I, Part A            |
|     (professional development and parent involvement), were discussed |
|     less frequently than long-standing requirements.                  |
+-----------------------------------------------------------------------+

> Key Findings in Consultation Process for Federal Education Programs
> under *ESEA* and *IDEA* (continued)
>
> *IDEA*

-   Thirty-eight percent of private schools reported that the public
    school district engaged in timely and meaningful consultation with
    private school officials, representatives, or parents regarding
    participation in *IDEA*, while 86 percent of public school districts
    reported conducting such consultations with appropriate parties.
    *IDEA* does not require public school districts to consult with all
    private schools but rather with private school representatives and
    representatives of parents of parentally placed students with
    disabilities attending private schools located in the district.
    However, the public school district may consult with a
    representative of the private school and the private school may be
    unaware of the consultation.

## *ESEA* Program Consultation

For *ESEA*, 28 percent of private schools with at least one *ESEA*
participant reported that the relevant public school district did not
consult with them about *ESEA* program participation (See Exhibit A-31).
However, within many of the individual *ESEA* programs, a vast majority
of both public school districts and private schools with participants in
a particular program reported taking part in timely and meaningful
consultation as required. **Moreover, public school districts and
private schools with participants in a particular program generally
reported similar levels of consultation about that *ESEA* program.** For
example, consultation about Title I, Part A, was particularly high with
97 percent of public school districts and 92 percent of private schools
reporting that timely and meaningful consultation about this program had
taken place. There were only three programs in which fewer than 80
percent of private schools with participants reported engaging in
required consultation with the public school district. Among the
programs in which fewer private schools reported having participants,
including Mathematics and Science Partnership and Migrant Education, a
higher percentage of private schools with participants in a particular
program reported consultation than public school districts (See Exhibit
21).

Exhibit 21 helps illustrate that among private schools with participants
in a particular program, a large majority engages in consultation
related to that program. However, it does not examine whether there are
high rates of participation when considering *all* private schools that
engaged in consultation. One might expect that private schools engaging
in consultation about a program would be more likely to have
participants in that program. This appears to be the case for most of
the larger programs. For example, 59 percent of private schools with at
least one *ESEA* program participant consulted about State Grants for
Innovative Programs and 81 percent of those private schools had
participants in the program (See Exhibit A-29). Similar results were
found for Improving Teacher Quality State Grants, Safe and Drug-Free
Schools and Communities State Grants, and Educational Technology State
Grants. For Title I, Part A, 71 percent of private schools with one
*ESEA* program participant consulted about the program, but 51 percent
of those private schools had participants in the program. This may be
because of the eligibility requirements of Title I, Part A. In the
smaller programs, such as Even Start and 21st-Century Community Learning
Centers, a lower fraction of private schools that engaged in
consultation about the program have participants in those programs. For
example, 12 percent of private schools consulted about 21st-Century
Community Learning Centers and 27 percent of those private schools
participated in that program. This may be because this is a
discretionary grant, targeted to serving a more limited number of public
school students within the district and, thus, a more limited number of
private school students.

# Exhibit 21 Timely and Meaningful Consultation for *ESEA* Programs, 2004--05 {#exhibit-21-timely-and-meaningful-consultation-for-esea-programs-200405 .Table}

![](media/image22.wmf){width="5.8375in" height="5.883333333333334in"}

Among students at private schools with participants in a given *ESEA*
program, large majorities were found to be attending a private school
that had engaged in consultation regarding the particular program (See
Exhibit 22). For example, more than 90 percent of students who attended
private schools in which participants received services under Title I,
Part A, Math and Science Partnerships, or Safe and Drug-Free Schools and
Communities State Grants attended a private school that engaged in
consultation with the public school district regarding these programs.
Among students at private schools with other participants receiving
services under Even Start, fully 100 percent attended a private school
that reported engaging in consultation with the public school district.
With regard to other programs, the percentage remained near 80 percent,
not including the 21st-Century Community Learning Centers program in
which only 59 percent of students attending a school with program
participants attended a school that also engaged in consultation. For
the most part, these numbers are consistent with the numbers reported in
Exhibit 21, which show the number of private schools with *ESEA* program
participants that also reported engaging in consultation. The only
noticeable disparity is with the Migrant Education program. Although 74
percent of private schools with participants in the program reported
engaging in consultation, 97 percent of students that attended a private
school with Migrant Education participants were attending a school that
had engaged in consultation.

# Exhibit 22 Among Private Schools With Participants in a Particular *ESEA* Program, the {#exhibit-22-among-private-schools-with-participants-in-a-particular-esea-program-the .Table}

# Percent of Students Who Attended a Private School That Engaged in Timely {#percent-of-students-who-attended-a-private-school-that-engaged-in-timely .Table}

# and Meaningful Consultation, 2004--05 {#and-meaningful-consultation-200405 .Table}

![](media/image23.wmf){width="5.8375in" height="5.5375in"}

Eighty-nine percent of private schools with *ESEA* program participants
reported that the official who engaged in consultation was a school
level administrator from the private school, though nearly half reported
that officials at the diocesan or association level were involved (See
Exhibit 23).

# Exhibit 23 Private School Officials Engaging in *ESEA* Consultation, 2004--05 {#exhibit-23-private-school-officials-engaging-in-esea-consultation-200405 .Table}

![](media/image24.wmf){width="5.910416666666666in"
height="2.3805555555555555in"}

Private schools that reported that they did not engage in timely or
meaningful consultation with the relevant public school district most
commonly also reported the reason was that the public school district
did not contact them (64 percent). Over one quarter (28 percent)
reported that they chose not to participate in consultation (See Exhibit
24).

# Exhibit 24 Reasons *ESEA* Consultation Did Not Take Place, 2004--05 {#exhibit-24-reasons-esea-consultation-did-not-take-place-200405 .Table}

![](media/image25.wmf){width="5.902777777777778in"
height="2.2083333333333335in"}

***Barriers to Timely and Meaningful* ESEA *Consultation***

Private schools and public school districts were also surveyed about the
barriers that affected timely and meaningful consultation. **Limited
communication from the public school district was the most common reason
private schools gave for the absence of timely and meaningful
consultation (34 percent).** More than one-quarter of private schools
also reported that limited understanding of the equitable participation
requirements by public school districts was a barrier to effective
consultation (See Exhibit 25).

For public school districts, the most commonly cited barrier to timely
and meaningful consultation was lack of assistance from private schools
in identifying the needs of their students and teachers (23 percent).
The next most common barrier reported by public school districts was
their own limited understanding or experience with the equitable
participation requirements of *ESEA* programs (13 percent). Seven
percent of public school districts identified poor coordination within
the public school district office as a barrier to timely and meaningful
consultation.

#  {#section-9 .Table}

# Exhibit 25 Barriers to Timely and Meaningful *ESEA* Consultation, 2004--05  {#exhibit-25-barriers-to-timely-and-meaningful-esea-consultation-200405 .Table}

![](media/image26.wmf){width="6.492361111111111in"
height="5.804861111111111in"}

***Topics*** ***Covered*** ***in*** ***Consultation***

**The most common topics discussed in consultations included the needs
and numbers of eligible students, the amount of funding available, the
types of services to be provided, and the location of services.** These
reports come from private schools that had participants in *ESEA*
programs. Special topics of consultation associated with Title I, Part
A, are discussed after the more general *ESEA* consultation topics.

While there was some variation in consultation topics across *ESEA*
programs, the amount of funding available tended to be the most
frequently discussed topic and the location of services to be least
frequently discussed topic (See Exhibit 26).

# Exhibit 26 *ESEA* Program Consultation Topics, 2004--05 {#exhibit-26-esea-program-consultation-topics-200405 .Table}

![](media/image27.wmf){width="6.49375in" height="2.5083333333333333in"}

![](media/image28.wmf){width="6.496527777777778in"
height="3.4347222222222222in"}

The *No Child Left Behind Act* introduced new consultation requirements
for Title I, Part A. In addition to already existing requirements,
consultation must include discussion of how services will be
academically assessed, professional development, and activities for
parents. **Both public school districts and private schools reported
that, in general, newly required topics for Title I, Part A, were
discussed less frequently than long-standing requirements.** For
example, the topics most frequently reported as a focus of consultation
were two long-standing required topics: 'types of services' (81 percent
of public school districts and 83 percent of private schools) and
'number of students generating funds' (80 percent of public school
districts and 73 percent of private schools). The topic that was least
often identified as a subject of consultation was among the new required
topics: 'activities for parents' (52 percent of public school districts
and 41 percent of private schools) (See Exhibit 27).

Catholic schools were more likely to report that consultations occurred
than either other religious or nonsectarian private schools, and larger
public school districts were more likely to report consultation had
occurred than smaller public school districts (See Exhibit A-35).

# Exhibit 27 Title I, Part A, Consultation Topics, 2004--05  {#exhibit-27-title-i-part-a-consultation-topics-200405 .Table}

![](media/image29.wmf){width="6.1819444444444445in"
height="4.492361111111111in"}

***Records*** ***of*** ***Consultation***

Title I, Part A, requires that public school districts maintain a
written affirmation of consultation signed by officials of each
participating private school. Some districts maintain additional written
records of consultation regarding Title I, Part A, and the other
programs requiring equitable participation. Consultation documentation
can take several forms, including letters of intent to participate in
programs, written records of meetings and other types of consultations
themselves, and sign-off forms used to ensure that adequate consultation
has taken place. Eighty-one percent of public school districts
maintained written records of Title I, Part A, consultation and 72
percent reported using a sign-off form for Title I. The vast majority of
public school districts also reported keeping written records of
consultation about other *ESEA* programs (See Exhibit A-36).

## *IDEA* Consultation

There was a contrast in consultation rates for *IDEA* between private
schools and public school districts. Thirty-eight percent of private
schools reported that the public school district engaged in timely and
meaningful consultation with private school officials, representatives,
or parents regarding participation in *IDEA*, while 86 percent of public
school districts reported conducting such consultations with appropriate
parties (See Exhibit 28).[^18] *IDEA* does not require public school
districts to consult with all private schools but rather with private
school representatives and representatives of parents of parentally
placed students with disabilities attending private schools located in
the district. However, the public school district may consult with a
representative of the private school and the private school may be
unaware of the consultation.

# Exhibit 28 *IDEA* Consultation, 2004--05 {#exhibit-28-idea-consultation-200405 .Table}

![](media/image30.wmf){width="5.647222222222222in"
height="3.2319444444444443in"}

The survey asked who represented private schools in the consultations
and just under half (49 percent) of private schools participating in
consultations reported that school level administrators engaged in
*IDEA* consultations. Yet almost all (96 percent) of the public school
districts reported that they consulted with private school
administrators at the school level. About one-third of private schools
reported that representatives from an intermediary organization
participated in consultations. Such organizations would include
associations that represent a number of private schools as well as
diocesan organizations. Parents were reportedly also involved in
consultation. Forty percent of private schools reported that parents
participated in *IDEA* consultations while just over 50 percent of
public school districts reported consultation with parents. Almost 60
percent of public school districts and private schools reported that
there was written documentation of *IDEA* consultations (See
Exhibit A‑37).

***Topics*** ***Covered*** ***in*** **IDEA** ***Consultations***

*IDEA* requires that public school districts engage in consultation
about a number of topics that impact the design, development, and
provision of equitable special education services for eligible private
school students with private school representatives and representatives
of parents of parentally placed students with disabilities attending
private schools located in the district. According to public school
districts, the most common *IDEA* topics covered in consultation were
the identification of eligible children, the location of services, and
the types of special education services to be provided. Between 89 and
94 percent of public school districts reported that their consultations
covered these topics (See Exhibit 29).

# Exhibit 29 Public School District *IDEA* Consultation Topics, 2004--05 {#exhibit-29-public-school-district-idea-consultation-topics-200405 .Table}

![](media/image31.wmf){width="4.452083333333333in"
height="4.908333333333333in"}

**More than half of private schools reported that these same issues, as
well as others, were handled in a useful manner in consultation.**
Consultation on topics related to the amount of funds available for
private school students, handling disagreements about services, and
distribution of funds if insufficient were less likely to be considered
useful, according to private school reports (See Exhibit 30). For a
number of topics, Catholic schools were significantly more likely to
consider consultations useful (See Exhibit A-38).

# Exhibit 30 Private School Reports of Useful Consultation, 2004--05 {#exhibit-30-private-school-reports-of-useful-consultation-200405 .Table}

# ![](media/image32.wmf){width="4.452083333333333in" height="5.0368055555555555in"} {#section-10 .AppTab}

#  {#section-11 .AppTab}

## Other Sources Utilized by Public School Districts and Private Schools for Assistance in Implementing Federal Education Programs

Public school districts often utilized various sources for guidance in
implementing *ESEA* and *IDEA* requirements. The three most common
sources of assistance included: the state (75 percent), the U.S.
Department of Education Web site (56 percent), and U.S. Department of
Education publications (55 percent) (See Exhibit 31). The most common
source of assistance private schools relied on was U.S. Department of
Education publications (28 percent).

Only a small fraction of public school districts (10 percent) and
private schools (13 percent) used district-wide working groups for
technical assistance. Interestingly, public school districts appeared to
have a higher level of service provision for private school participants
where this was the case.[^19] **More specifically, public school
districts with these working groups had higher odds of providing
services to private school participants in some *ESEA* programs.**[^20]
Similarly, private schools that took part in such groups were more
likely to have participants in *ESEA* programs (See Exhibit A-40).[^21]

# Exhibit 31 Technical Assistance for Implementation of Federal Education Programs, 2004--05 {#exhibit-31-technical-assistance-for-implementation-of-federal-education-programs-200405 .Table}

![](media/image33.wmf){width="6.176388888888889in"
height="3.8756944444444446in"}

# 6. Funding

For *ESEA* programs, public school districts are required to spend an
equal per-pupil amount of funds to serve public and private school
students, teachers, and parents, taking into account the number and
educational needs of those participants. *IDEA* requires that public
school districts spend a proportionate amount of funding on special
education and related services to such eligible children enrolled in
private schools.

+-----------------------------------------------------------------------+
| Key Findings on Funding for Private School Participants in Federal    |
| Education Programs                                                    |
|                                                                       |
| *ESEA*                                                                |
|                                                                       |
| -   The average public school district allocated between 2 and 6      |
|     percent of *ESEA* program funding for services for private school |
|     students depending on the program.                                |
|                                                                       |
| -   Thirty-eight percent of private schools were aware of the amount  |
|     of Title I, Part A, funds their students from low-income families |
|     generated.                                                        |
|                                                                       |
| -   The majority of public school districts utilized the same method  |
|     for identifying low-income private school students and for        |
|     identifying public school students.                               |
|                                                                       |
| *IDEA*                                                                |
|                                                                       |
| -   Twenty-nine percent of public school districts reported           |
|     inadequate *IDEA* funds as the reason for serving some but not    |
|     all parentally placed students with disabilities.                 |
+-----------------------------------------------------------------------+

## Public School District Expenditures for Services for Private School Students in *ESEA* Programs

Public school districts were surveyed about the funds they received for
various *ESEA* programs and the percentage of those funds allocated for
services for private school participants. The two largest *ESEA*
programs by funding level were Title I, Part A, and Improving Teacher
Quality State Grants. The average public school district with at least
one private school located in its boundaries was allocated \$1.47
million and \$349,962 for these two programs, respectively (See Exhibit
32). However, because private schools are concentrated in large public
school districts the average private school is in a district with
considerably more federal program funds (See Exhibit A-42).

**Public school districts typically allocated between 2 percent and 6
percent of total *ESEA* program funding for serving private school
participants.** The *ESEA* program with the highest average percentage
allocated for services to private school students was State Grants for
Innovative Programs; the average public school district reported that 6
percent of its State Grants for Innovative Programs funds were allocated
for services to private school participants. The lowest was Title I,
Part A, in which 2 percent of funds were allocated for services for
private school participants. This may partially be attributable to low
rates of low-income private school students and the low rate of private
school participation overall in Title I, Part A (14 percent).

#  {#section-12 .Table}

# Exhibit 32 *ESEA* Program Fund Allocation, 2004--05  {#exhibit-32-esea-program-fund-allocation-200405 .Table}

![](media/image34.wmf){width="6.418055555555555in"
height="2.8118055555555554in"}

Private schools were asked about the Title I, Part A, funds that were
used for services for private school students. Thirty-eight percent of
private schools surveyed knew the amount of Title I, Part A, funds
generated by their students from low-income families and residing in
Title I attendance areas. Of these private schools, the average amount
expended for Title I, Part A, services was \$953 per private school
student (See Exhibit A-43).

## Determining the Number of Private School Students From Low-Income Families

The *ESEA* legislation allows four methods for determining the number of
private school students eligible for Title I, Part A, funds within a
public school district's boundaries. These include using the same method
of counting that is used for public school children, confidentially
surveying families of private school students, applying the percentage
of low-income public school students in the participating public school
attendance area to the number of private school students in that
attendance area, or using a low-income measure that correlates with the
measure used to determine low-income public school students.[^22]
**Seventy-three percent of public school districts participating in
Title I, Part A, reported using the same method of determining poverty
in both public and private schools** (See Exhibit A-44).

Fifty-two percent of private schools that had participants in *ESEA*
programs provided some type of assistance to aid public school districts
in identifying eligible students. Seventy-two percent of private schools
that assisted public school districts in identifying students eligible
for Title I, Part A, provided the names and addresses of students to the
public school district.[^23] This was the most common form of assistance
(See Exhibit A-45).

## *IDEA* Funding

**Twenty-nine percent of public school districts that reported providing
*IDEA* services to some but not all parentally placed private school
students with disabilities indicated that they had inadequate *IDEA*
funds to serve all eligible private school students within their
boundaries.** Public school districts are required to expend a
proportionate share of federal *IDEA* funds, which is calculated based
on a formula in the regulations, to provide services to parentally
placed private school children with disabilities. Among districts that
did not provide any *IDEA* services to any parentally placed private
school students with disabilities, 3 percent reported having inadequate
funds. In both cases, large majorities of public school districts
reported that parental refusal of services was the reason they served
some or none of the *IDEA* eligible private school students within their
boundaries (See Exhibit A-22).

## 

#   {#section-14 .unnumbered}

# 7. Conclusions

This study examined the extent to which private school students,
teachers, and parents, participate in federal education programs
authorized under the *Elementary and Secondary Education Act* (*ESEA*)
and the *Individuals With Disabilities Education Act* (*IDEA*). It also
examined the consultation process between private schools and public
school districts regarding a number of topics related to the provision
of services and eligibility requirements for these programs. Last, it
looked at how public school districts allocated federal funds to support
the equitable participation of private school participants in these
programs. A national sample of 607 public school districts and 1,501
private schools were surveyed for the analysis.

The picture presented is not a simple one. Discrepancies existed between
the reports of private schools and public school districts in a number
of places but not in all of them. These differences involved timely and
meaningful consultations between public school districts and private
schools and public school district provision of services for private
school participants. In general, public school districts consistently
reported higher levels of consultation and service provision than
private schools. There are some plausible reasons for the discrepancies.
For one, public school districts may only have consulted with *some*
rather than *all* relevant private schools. Under *IDEA* public school
districts are not required to consult with all private schools but
rather with private school representatives and representatives of
parents of parentally placed students with disabilities attending
private schools located in the district or to provide services to all
eligible private school students. In addition, private schools may not
have perceived certain activities carried out by public school districts
as services. For example, private schools with Title I, Part A,
participants often reported that public school districts did not provide
parental involvement activities or professional development. But when
explicit examples were given, the vast majority of these private schools
indicated that their participants had received services. However, it is
also clear that some public school districts are not consulting with
private schools and not providing services to private school
participants.

Highlights of the results are below.

## Participation in Federal Education Programs

Over 40 percent of private schools had participants in *IDEA*; however,
there was not a single *ESEA* program in which more than 20 percent of
private schools had participants. A much higher fraction of Catholic
schools had participants in *ESEA* programs, especially Title I, Part A.

In the majority of cases where a private school did not have
participants in any *ESEA* program, the private school had made a
conscious decision not to participate. However, 40 percent of private
schools without participants in such programs reported having no
knowledge of their availability.

## Provision of Services and Funding

Among private schools that had participants in *ESEA* programs, private
schools most frequently reported that participants received services
related to professional development and equipment and materials.
Generally, public school districts reported a somewhat higher level of
service provision than private schools. These differences between
private schools and the public school districts may partially be a
result of different perceptions of what constitutes certain services. As
noted earlier, when private schools were asked generally about Title I,
Part A, parental involvement services and professional development, a
minority of private schools reported receiving services. However, when
specific examples of these services were given, a large majority of
private schools with Title I, Part A, participants indicated that
parents or teachers had received services.

Public school districts allocated between 2 and 6 percent of their
federal education funds for services for private school students,
teachers, and parents.

## 

## Consultation

The majority of private schools with participants in *ESEA* programs
reported participating in consultation with public school districts
regarding *ESEA* program participation.

Title I, Part A, was the most commonly discussed program in
consultations between public school districts and private schools. Title
I, Part A, requires written affirmation that consultation has occurred.
Other programs for which a large percentage of private schools reported
engaging in consultation were Teacher and Principal Recruiting and
Training, Enhancing Education Through Technology, Safe and Drug-Free
Private Schools and Communities; and State Grants for Innovative
Programs.

The topics most frequently discussed in these consultations included the
needs and numbers of eligible students, the amount of funding available,
and the types of services to be provided. In Title I, Part A,
consultations, the most common topics discussed were the number of
students generating funds, decisions regarding which students would
receive services, and the types of services to be provided. Less than
half of private schools that participated in Title I, Part A,
consultations reported that these consultations covered parental
activities, assessment methods, and professional development in a timely
and meaningful way, even though they are required.

Less than half of all private schools reported consultation regarding
*IDEA* services. However, *IDEA* does not require public school
districts to consult with all private schools but rather private school
representatives and representatives of parents of parentally placed
students with disabilities attending private schools located in the
district. The most frequently reported topics of *IDEA* consultations
were the identification of eligible children, the location of services,
and the types of special education services to be provided. Almost
two-thirds of the private schools reported receiving no information from
their public school district about referring students for *IDEA*
eligibility. Just over half of private schools reported the public
school district contacted them about *IDEA* services. More than half of
private schools assisted public school districts in identifying *IDEA*
eligible students. The vast majority of private schools were located in
public school districts that reported conducting a child find process to
identify *IDEA* eligible students at private schools. Public school
district staff overwhelmingly determined *IDEA* eligibility for private
school students and, indeed, tended to identify more eligible students
than private schools reported referring.

#   {#section-16 .unnumbered}

# References

Altshuler, Sandra J., and Sandra Kopels (2003). "Advocating in Private
Schools for Children

With Disabilities: What's New With *IDEA*?" in *Social Work*, Vol. 48,
Issue 3: 320-329.

Broughman, Stephen P., and Nancy L. Swaim (2006). *Characteristics of
Private Schools in the United States: Results From the 2003-2004 Private
School Universe Survey* (NCES 2006-319). Washington, D.C.: U.S.
Department of Education, National Center for Educational Statistics.

Rubenstein, Michael G., Keith S. Gayler, and Bruce M. Haslam (1998).
*Title I Services for Private School Students Under the Reauthorization
of ESEA: A Snapshot of Federal Assistance in Transition*. Washington,
D.C.: U.S. Dept of Education, Office of the Under Secretary.

U.S. Department of Education, Consolidated State Performance Report for
State Formula Grant Programs Under the *Elementary and Secondary
Education Act* as amended by the *No Child Left Behind Act of 2001,* OMB
number:1810-0614, Section III, School Choice and Supplemental
Educational Services. Washington, D.C., 2004.

Stullich, Stephanie, Brenda Donly, Simeon Stolzberg (1999). *Targeting
Schools: Study of Title I Allocations Within School Districts*.
Washington, D.C.: U.S. Department of Education, Office of the Under
Secretary, Planning and Evaluation Service.

#   {#section-17 .unnumbered}

# Appendix A---Detailed Tables 

#   {#section-18 .Table .unnumbered}

# Exhibit A-1 Total Private School Students Participating in Title I, Part A, 1979--2006  {#exhibit-a-1-total-private-school-students-participating-in-title-i-part-a-19792006 .Table}

![](media/image35.wmf){width="2.761111111111111in"
height="6.480555555555555in"}

# Exhibit A-2 Characteristics of Public School Districts Serving Private Schools, 2004--05 {#exhibit-a-2-characteristics-of-public-school-districts-serving-private-schools-200405 .Table}

![](media/image36.wmf){width="7.920138888888889in"
height="2.892361111111111in"}

#  {#section-19 .Table}

# Exhibit A-3 Private School Characteristics, 2003--04 and 2004--05  {#exhibit-a-3-private-school-characteristics-200304-and-200405 .Table}

![](media/image37.wmf){width="6.495138888888889in"
height="7.283333333333333in"}

#  {#section-20 .AppNote}

# Exhibit A-4 Private Schools With at Least One Participant in Federal Education Programs, 2004--05 {#exhibit-a-4-private-schools-with-at-least-one-participant-in-federal-education-programs-200405 .Table}

![](media/image38.wmf){width="7.049305555555556in"
height="5.670833333333333in"}

#  {#section-21 .AppNote}

# Exhibit A-5 Private Schools With *ESEA* Program Participants, 2004--05 {#exhibit-a-5-private-schools-with-esea-program-participants-200405 .Table}

![](media/image39.wmf){width="7.142361111111111in" height="2.3125in"}

#  {#section-22 .AppNote}

#  {#section-23 .AppTab}

#  {#section-24 .AppTab}

# Exhibit A-6  {#exhibit-a-6 .Table}

# Percent of Students Participating in *ESEA* Programs by Private School Enrollment Size {#percent-of-students-participating-in-esea-programs-by-private-school-enrollment-size .Table}

![](media/image40.wmf){width="6.29375in" height="3.0909722222222222in"}

#  {#section-25 .Table}

#  {#section-26 .Table}

# Exhibit A-7 *ESEA* Program Participation Rate of Students at Private Schools With *ESEA* {#exhibit-a-7-esea-program-participation-rate-of-students-at-private-schools-with-esea .Table}

# Participants by Private School Enrollment {#participants-by-private-school-enrollment .Table}

![](media/image41.wmf){width="6.29375in" height="3.0909722222222222in"}

#  {#section-27 .AppNote}

# Exhibit A-8 Reasons Private Schools Did Not Have Participants in *ESEA* Programs, 2004--05 {#exhibit-a-8-reasons-private-schools-did-not-have-participants-in-esea-programs-200405 .Table}

![](media/image42.wmf){width="7.808333333333334in"
height="3.691666666666667in"}

# Exhibit A-9 Reasons Private Schools Did Not Have Student Participants in Title I, Part A, 2004--05 {#exhibit-a-9-reasons-private-schools-did-not-have-student-participants-in-title-i-part-a-200405 .Table}

![](media/image43.wmf){width="7.08125in" height="5.3805555555555555in"}

# Exhibit A-10 Public School Districts With at Least One Private School Student, Teacher, or Parent Participating in *ESEA* Programs, 2004--05  {#exhibit-a-10-public-school-districts-with-at-least-one-private-school-student-teacher-or-parent-participating-in-esea-programs-200405 .Table}

![](media/image44.wmf){width="8.310416666666667in"
height="5.710416666666666in"}

# Exhibit A-11 Types of *ESEA* Program Services Provided for Private School Participants, 2004--05  {#exhibit-a-11-types-of-esea-program-services-provided-for-private-school-participants-200405 .Table}

![](media/image45.wmf){width="6.901388888888889in"
height="5.830555555555556in"}

continued...

**Exhibit A-11\
*ESEA* Program Services for Private School Participants, 2004**--**05
(Cont.)**

![](media/image46.wmf){width="6.75625in" height="6.070138888888889in"}

# Exhibit A-12 Percent of Private Schools With Participants Receiving *ESEA* Program Services, 2004--05 {#exhibit-a-12-percent-of-private-schools-with-participants-receiving-esea-program-services-200405 .Table}

![](media/image47.wmf){width="6.841666666666667in"
height="5.350694444444445in"}

# Exhibit A-13 Title I, Part A, Parental Involvement Activities, 2004--05 {#exhibit-a-13-title-i-part-a-parental-involvement-activities-200405 .Table}

![](media/image48.wmf){width="5.811805555555556in"
height="4.711805555555555in"}

# Exhibit A-14 Title I, Part A, Professional Development Activities, 2004--05 {#exhibit-a-14-title-i-part-a-professional-development-activities-200405 .Table}

![](media/image49.wmf){width="5.721527777777778in"
height="4.557638888888889in"}

# Exhibit A-15 Public School District Allocation of Title I, Part A, Funds, 2004--05 {#exhibit-a-15-public-school-district-allocation-of-title-i-part-a-funds-200405 .Table}

![](media/image50.wmf){width="8.99236111111111in"
height="3.845833333333333in"}

# Exhibit A-16 Private School Student Participation in Title I, Part A, Services During Nonschool Hours, 2004--05  {#exhibit-a-16-private-school-student-participation-in-title-i-part-a-services-during-nonschool-hours-200405 .Table}

![](media/image51.wmf){width="8.990972222222222in"
height="4.801388888888889in"}

# Exhibit A-17 Location and Provider of Title I, Part A, Services, 2004--05  {#exhibit-a-17-location-and-provider-of-title-i-part-a-services-200405 .Table}

![](media/image52.wmf){width="9.027777777777779in"
height="4.451388888888889in"}

# Exhibit A-18 Reasons Public School Districts Did Not Allocate Title I, Part A, Funds for Services for Private School Participants, 2004--05 {#exhibit-a-18-reasons-public-school-districts-did-not-allocate-title-i-part-a-funds-for-services-for-private-school-participants-200405 .Table}

![](media/image53.wmf){width="8.99375in" height="4.866666666666666in"}

# Exhibit A-19 *IDEA* Services, 2004--05  {#exhibit-a-19-idea-services-200405 .Table}

![](media/image54.wmf){width="8.318055555555556in"
height="6.085416666666666in"}

# Exhibit A-20 Location of *IDEA* Services, 2004--05  {#exhibit-a-20-location-of-idea-services-200405 .Table}

![](media/image55.wmf){width="8.381944444444445in"
height="3.3916666666666666in"}

# Exhibit A-21 Reasons Public School Districts Did Not Provide *IDEA* Services for Eligible Private School Students, 2004--05 {#exhibit-a-21-reasons-public-school-districts-did-not-provide-idea-services-for-eligible-private-school-students-200405 .Table}

![](media/image56.wmf){width="8.777777777777779in"
height="5.200694444444444in"}

# Exhibit A-22 Reasons Public School Districts Provided *IDEA* Services to Some But Not All Eligible Private School Students, 2004--05 {#exhibit-a-22-reasons-public-school-districts-provided-idea-services-to-some-but-not-all-eligible-private-school-students-200405 .Table}

![](media/image57.wmf){width="8.99236111111111in"
height="4.165972222222222in"}

# Exhibit A-23 Private School Notification of *IDEA* Services and Referral Procedures, 2004--05 {#exhibit-a-23-private-school-notification-of-idea-services-and-referral-procedures-200405 .Table}

![](media/image58.wmf){width="4.209722222222222in"
height="1.8819444444444444in"}

# Exhibit A-24 Average Number of Parentally Placed Private School Students Identified by Public School Districts and Referred by Private Schools for Special Education Services, 2004--05 {#exhibit-a-24-average-number-of-parentally-placed-private-school-students-identified-by-public-school-districts-and-referred-by-private-schools-for-special-education-services-200405 .Table}

![](media/image59.wmf){width="6.801388888888889in"
height="1.8423611111111111in"}

# Exhibit A-25 Evaluators Used to Determine Private School Student *IDEA* Eligibility, 2004--05 {#exhibit-a-25-evaluators-used-to-determine-private-school-student-idea-eligibility-200405 .Table}

# ![](media/image60.wmf){width="8.225in" height="3.2416666666666667in"}  {#section-28 .AppTab}

# **Exhibit A-26 Child Find Procedures Used to Locate and Identify Private School Students Eligible for *IDEA* Services, 2004--05** {#exhibit-a-26-child-find-procedures-used-to-locate-and-identify-private-school-students-eligible-for-idea-services-200405 .AppTab}

![](media/image61.wmf){width="8.964583333333334in"
height="5.061111111111111in"}

# Exhibit A-27 Assistance from Private Schools in Identifying Private School Students Eligible for *IDEA* Services, 2004--05 {#exhibit-a-27-assistance-from-private-schools-in-identifying-private-school-students-eligible-for-idea-services-200405 .Table}

![](media/image62.wmf){width="6.738194444444445in" height="5.03125in"}

#  {#section-29 .AppNote}

# Exhibit A-28 Timely and Meaningful *ESEA* Program Consultation, 2004--05 {#exhibit-a-28-timely-and-meaningful-esea-program-consultation-200405 .Table}

![](media/image63.wmf){width="8.995138888888889in" height="5.71875in"}

# Exhibit A-29 Private Schools With Participants in *ESEA* Programs That Reported {#exhibit-a-29-private-schools-with-participants-in-esea-programs-that-reported .Table}

# Public School Districts Engaged in Timely and Meaningful {#public-school-districts-engaged-in-timely-and-meaningful .Table}

# Consultation With Private School Officials, 2004--05  {#consultation-with-private-school-officials-200405 .Table}

![](media/image64.wmf){width="5.760416666666667in"
height="5.159027777777778in"}

# Exhibit A-30 {#exhibit-a-30 .Table}

# Private School Officials Engaging in *ESEA* Consultation, 2004--05  {#private-school-officials-engaging-in-esea-consultation-200405 .Table}

![](media/image65.wmf){width="6.909722222222222in"
height="3.901388888888889in"}

# Exhibit A-31 Reasons *ESEA* Consultation Did Not Take Place, 2004--05 {#exhibit-a-31-reasons-esea-consultation-did-not-take-place-200405 .Table}

![](media/image66.wmf){width="6.676388888888889in"
height="4.401388888888889in"}

# Exhibit A-32 Title I, Part A, Timely and Meaningful Consultation, 2004--05 {#exhibit-a-32-title-i-part-a-timely-and-meaningful-consultation-200405 .Table}

![](media/image67.wmf){width="5.417361111111111in" height="4.23125in"}

# Exhibit A-33 Barriers to Timely and Meaningful *ESEA* Consultation, 2004--05 {#exhibit-a-33-barriers-to-timely-and-meaningful-esea-consultation-200405 .Table}

![](media/image68.wmf){width="8.991666666666667in"
height="5.377083333333333in"}

# Exhibit A-34 *ESEA* Program Consultation Topics, 2004--05 {#exhibit-a-34-esea-program-consultation-topics-200405 .Table}

![](media/image69.wmf){width="8.995833333333334in"
height="5.941666666666666in"}

continued...

# **Exhibit A-34 *ESEA* Program Consultation Topics, 2004**--**05 (Cont.)** {#exhibit-a-34-esea-program-consultation-topics-200405-cont. .AppNote}

![](media/image70.wmf){width="8.995833333333334in"
height="5.935416666666667in"}

continued...

**Exhibit A**--**34\
*ESEA* Program Consultation Topics, 2004**--**05 (Cont.)**
![](media/image71.wmf){width="8.727777777777778in"
height="6.085416666666666in"}

# Exhibit A-35 Title I, Part A, Consultation Topics, 2004--05 {#exhibit-a-35-title-i-part-a-consultation-topics-200405 .Table}

![](media/image72.wmf){width="7.852777777777778in"
height="6.052083333333333in"}

# **Exhibit A-36** {#exhibit-a-36 .Table}

# **Documentation of *ESEA* Consultation, 2004**--**05** {#documentation-of-esea-consultation-200405 .Table}

![](media/image73.wmf){width="7.915277777777778in"
height="4.541666666666667in"}

# Exhibit A-37 *IDEA* Consultation, 2004--05 {#exhibit-a-37-idea-consultation-200405 .Table}

![](media/image74.wmf){width="6.811111111111111in" height="3.63125in"}

# Exhibit A-38 Private School Report of "Usefulness" of *IDEA* Consultation, 2004--05 {#exhibit-a-38-private-school-report-of-usefulness-of-idea-consultation-200405 .Table}

![](media/image75.wmf){width="7.529166666666667in"
height="6.100694444444445in"}

# Exhibit A-39 *IDEA* Consultation Topics, 2004--05 {#exhibit-a-39-idea-consultation-topics-200405 .Table}

![](media/image76.wmf){width="8.633333333333333in" height="6.08125in"}

# Exhibit A-40 Technical Assistance for Implementation of Federal Education Programs, 2004--05  {#exhibit-a-40-technical-assistance-for-implementation-of-federal-education-programs-200405 .Table}

![](media/image77.wmf){width="8.903472222222222in"
height="5.120833333333334in"}

# Exhibit A-41 Public School District Provision of *ESEA* Program Services for Private School Participants as Predicted by Districtwide {#exhibit-a-41-public-school-district-provision-of-esea-program-services-for-private-school-participants-as-predicted-by-districtwide .Table}

# Working Group Participation {#working-group-participation .Table}

![](media/image78.wmf){width="4.875694444444444in" height="4.88125in"}

# Exhibit A-42 {#exhibit-a-42 .Table}

# *ESEA* Program Fund Allocation, 2004--05 {#esea-program-fund-allocation-200405 .Table}

![](media/image79.wmf){width="8.99236111111111in"
height="4.973611111111111in"}

# Exhibit A-43 Title I, Part A, Allocations for Services for Private School Participants, 2004--05 {#exhibit-a-43-title-i-part-a-allocations-for-services-for-private-school-participants-200405 .Table}

![](media/image80.wmf){width="3.740972222222222in"
height="1.3923611111111112in"}

# Exhibit A-44 {#exhibit-a-44 .Table}

# Public School District Methods Used to Determine the Number of Private School Students From Low-Income Families, 2004--05 {#public-school-district-methods-used-to-determine-the-number-of-private-school-students-from-low-income-families-200405 .Table}

![](media/image81.wmf){width="8.777777777777779in"
height="4.771527777777778in"}

# Exhibit A-45 Private School Assistance With Identifying Private School Students From Low-Income Families, 2004--05 {#exhibit-a-45-private-school-assistance-with-identifying-private-school-students-from-low-income-families-200405 .Table}

# ![](media/image82.wmf){width="7.309027777777778in" height="4.68125in"} {#section-30 .AppTab}

# Appendix B---Methodology

## Sample Design and Weighting

The sample universe was created using the National Center for Education
Statistics (NCES) Common Core of Data (CCD) Local Education Agency
Universe File (2002--03) and the Private School Universe Survey (PSS)
(2003--04). ZIP Codes were used to match private schools to public
school districts. The sample of public school districts was selected
prior to the sample of private schools. Public school districts were
drawn at random from a list of public school districts with at least one
private school. Each district was drawn with probability proportionate
to the number of private schools located within district boundaries. As
a result, districts with many private schools had a much greater chance
of entering the sample. For the sampling, public school districts were
stratified based on enrollment, free and reduced-priced lunch program
participation, and number of private school students. Public school
districts with only one or two private schools were further stratified
by the religious affiliation of the private schools located within their
boundaries. In all, 607 public school districts were selected.

This sample design allows for the description of public school districts
in two different ways. The first approach is to weight the sample so
that it represents a simple average of all districts with at least one
private school. The original sample, with weights for large and small
districts, gives any district weight proportional to the number of
private schools located in the district. To construct
"equal-probability" weights, the "size-based" weights were divided by
the number of private schools in the sampled district. The resulting
"equal-probability" weights lead to a weighted sample that equally
emphasizes large and small districts with at least one private school.

The second approach takes direct advantage of having sampled districts
with probability proportionate to the number of private schools in the
public school district. The sampling and weighting approach depends on
the number of private schools. Public school districts with 44 schools
or more were included in the sample with certainty and assigned a weight
that reflects their desired sampling probability (the number of private
schools in their jurisdiction divided by 44). Public school districts
with between three and 44 private schools were sampled with probability
proportionate to the number of private schools in them, and are given a
weight of 1. This group accounts for the largest share of sampled
districts. Public school districts with one or two private schools were
oversampled to obtain proportional representation of private schools
from these public school districts in the private school sample, and
were given a weight of .4 and .8, respectively. As a result of this
design, only minimal weighting to the sample is needed and the public
school district mean represents the average public school district
context for private schools.

For ease of discussion, the results were presented using the first
approach throughout the report. The results from the second method are
reported in Appendix A with policy relevant differences noted throughout
the report.

Private schools were randomly selected from those located in the sampled
public school districts in inverse proportion to the number of private
schools in the public school district. Private schools were excluded
from the sample if they had fewer than 10 students, were located in a
private home, or had a major role of supporting home private schooling.
The resulting sample was intended to be nationally representative of
private schools. In order to ensure representative data, private schools
were stratified on public school district enrollment, religious
affiliation, free and reduced-priced lunch program participation, and
number of students. A sample of 1,501 private schools was selected.
While the sample itself was nationally representative, the data were
weighted to adjust for nonresponse, especially as there was a
differential response rate among private schools with different
religious affiliations (see below).

## Questionnaire Development and Data Collection 

The surveys of private schools and public school districts were
developed to gather information on the range of federal education
programs where public school districts are required to provide services
for private school participants. A pretest of the two surveys was
conducted during the summer of 2005. Nine private schools and nine
public school districts participated in the pretest. After completing
the survey, the private schools and public school districts participated
in a one-on-one comprehensive discussion of each survey question. The
results of the pretest were used to revise the questionnaires for the
data collection. The questionnaire was also reviewed and approved by the
U.S. Office of Management and Budget.

Data collection took place in the fall and winter of 2005--06. A series
of follow-up efforts were undertaken to ensure a high level of response
by public school districts and private schools. The response rate for
public school districts was 98 percent. The response rate for public
school districts was out of 598 eligible public school districts. Public
school districts were considered ineligible if they had consolidated or
had no private schools.

The response rate for private schools was 80 percent. The response rate
for private schools was out of 1,409 eligible private schools. Private
schools were considered ineligible if they were closed, had no K--12
students, or had no parentally placed students. For private schools, the
response rate by religious affiliation was as follows: 82 percent for
Catholic schools, 74 percent for other religious schools, and 75 percent
for nonsectarian private schools. Appropriate weighting was used to
account for the differential response rate among private schools by
religious affiliation.

## 

## Description of Subgroups

######## Public School Districts

######## 

######## Urban Setting

Urban setting classifications were determined using CCD locale codes for
the given district, which are assigned by the Census based on district
addresses. The three urban setting classifications in this report were
defined as follows:

Central City---Locale codes of (1) large city or (2) mid-size city.

Urban Fringe or Large Town -- Locale codes of (3) fringe of large city,
(4) fringe of mid-size city, or (5) large town.

Rural or Small Town---Locale codes of (6) small town, (7) rural outside
Core Based Statistical Area or Metropolitan Statistical Area (CBSA and
MSA), or (8) rural, inside CBSA or MSA.

######## Poverty

A district was considered "high poverty" if it fell in the top quartile
of the sample universe of districts that were home to at least one
private school based on the percent of children age 5-17 living below
the poverty line according to Census data (above 18.1%). All other
districts were considered "low poverty."

######## Enrollment

A district was considered "large" if it fell in the top quartile of the
sample universe of districts that were home to at least one private
school based on the district's total enrollment (above 5,830 students).
All other districts were considered "small."

Private Schools

######## Urban Setting

Private schools were assigned the same urban setting as the public
school district to which they were matched. See above for public school
district urban setting classification definitions.

######## Religion

Religious affiliation was assigned based on private school survey
responses. In cases where the respondent failed to answer this survey
item, religious affiliation information from the Private School Survey
Universe was used to classify the school. "Catholic" schools included
parochial, inter-parochial, diocesan, and private schools. "Other
religious" schools were those that had religious affiliations other than
Catholic, while "non-sectarian" schools claimed no religious
affiliation.

## 

## Analytic Techniques

Data were cleaned to reconcile contradictory answers and outlying
responses before analysis began. Weights, as described above, were used
in all analysis of public school district data to account for the method
of sampling allowing accurate conclusions to be drawn about the overall
population of public school districts that are home to private schools.
Additionally, robust standard errors were used to account for clustering
of results on account of the likelihood of multiple private schools
being sampled from each public school district.

In the appendix tables, public school district data are differentiated
by poverty, size, and metro setting. Similarly, in the appendix tables,
private school results are broken down by private school religious
affiliation (Catholic, other religious, and nonsectarian) and metro
setting. Means difference tests were calculated to compare responses
within each subcategory. In cases where there were multiple
classifications in a particular category (e.g. urban setting), means
were compared to the largest subgroup of that category. Specifically, in
the urban location category, more private schools and public school
districts were categorized as "urban fringe or large town" than any
other urban classification, so all other urban setting groups were
compared to the results for the "urban, fringe, or large town" group.
Likewise, in the religious affiliation group for private schools, other
religious schools were the comparison group.

A series of logistic regressions were used to examine the likelihood of
public school district provision of federal program services and private
school participant utilization of these services. One set focused
strictly on private school data and looked at the effect school type had
on the participation of private school participants in federal education
programs. Specifically, these regressions looked at differences between
elementary schools, secondary schools, and combined schools.[^24] The
second set of logistic regressions used both private school and public
school district data and looked at the effect of participation in a
districtwide working group. All regressions that used public school
district data controlled for public school district location, size, and
poverty. Similarly, all regressions that used private school data
controlled for school location and religious affiliation.

# Appendix C---Survey Instruments 

#  {#section-34 .Style-Heading-1-+-12-pt-Centered}

#  {#section-35 .unnumbered}

# 

**[Study of Private School Student Participation]{.smallcaps}**

**[in Federal Education Programs]{.smallcaps}**

**[U.S. Department of Education]{.smallcaps}**

**[Policy and Program Studies Service]{.smallcaps}**

**[The Urban Institute]{.smallcaps}**

**[Washington, DC]{.smallcaps}**

## Survey of Private Schools

To complete this survey online go to:

www.privateschsurvey.schools.urban.org

Username: «Username»

Password: «Password»

*Responses to this data collection will be used only for statistical
purposes.  The reports prepared for this study will summarize findings
across the sample and will not associate responses with a specific
district or individual.  We will not provide information that identifies
you or your district to anyone outside the study team, except as
required by law. *

We recommend you briefly reviewing the entire survey before trying to
complete it. You may need to collaborate with individuals with specific
information about federal programs, including IDEA, to obtain all of the
information necessary to complete the questionnaire.

Please return your completed questionnaire to:

Ary Amerikaner

Education Policy Center

The Urban Institute

2100 M Street, NW

Washington, DC 20037

If you have questions, please contact Ary Amerikaner at
<PrivateSCHSurvey@ui.urban.org> or 1-866-859-0635.

###### 

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB number. The valid OMB control number of this information
collection is 1875-0236. The time required to complete this information
collection is estimated to average 30 minutes per survey, including the
time to review instructions, search existing data resources, gather the
data needed, and complete and review the information collection. If you
have any comments concerning the accuracy of the time estimates(s) or
suggestion for improving this form, please write to: U.S. Department of
Education, Washington, 20202-4651. If you have comments or concerns
regarding the status of your individual submission of this form, write
directly to: Policy and Program Studies Service, Office of Planning,
Evaluation and Policy Development, US Department of Education, 400
Maryland Avenue, SW, Washington, DC 20202.

O.M.B. NO. 1875-0236 ▪ Approval Expires 08/31/2008

**[Part 1. PARTICIPATION IN FEDERAL EDUCATION PROGRAMS]{.underline}**

**1. Does your school participate in any federal education programs
under No Child Left Behind (NCLB), (e.g., Title IA, Title VA).**
*(Circle one)*

YES.......................................................................................
......... 1

NO..................................................................................................
2

  -------------------------------------------------- ---------- -----------
  **1a. If NO, why not?**                            Circle one 
                                                     on each    
                                                     line       

  a\. We have made a conscious decision not to       YES        NO
  participate.                                                  

  b\. We have no knowledge of any federal education  YES        NO
  programs under NCLB.                                          

  c\. We have contacted our public school district   YES        NO
  to inquire about these programs, but the district             
  has not responded.                                            
  -------------------------------------------------- ---------- -----------

**2. does your school have students receiving special education benefits
under the Individuals with Disabilities Education Act (IDEA), (e.g.,
evaluations and/or services?)**

> *(Circle one)*

YES.......................................................................................
..........1

NO........................................................................................
..........2

**[Part 2. IDEA (Individuals with Disabilities Education
Act)]{.underline}**

**Parentally placed private school students refers to students with
disabilities who are placed in a private school by their parents when a
free appropriate public education (FAPE) is not at issue.**

**3. Did the public school district where your school is located contact
you regarding benefits and services for students with disabilities for
the 2004-05 school year?** *(Circle one)*

YES.......................................................................................
..........1

NO........................................................................................
..........2

**4. During the 2004-05 school year, how many students did you refer to
the public school districts for special education services? (Be sure to
include referrals made to school districts that are outside of the one
in which you are located.)**

> ........................................................................\_\_\_\_\_\_\_\_\_\_\_\_\_
> students

**5. Do you know how many students in your school were identified *by a
[public school district]{.underline}* as children with disabilities?**

> (*Circle one)*

YES.....................................................1

NO.......................................................2

6.  **Did your school assist the public school district in which your
    school is located by providing information about children suspected
    of having disabilities in any of the following ways?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Provided mailing list of all parents            YES       NO

  b\. Provided district contact information for       YES       NO
  parents of students with suspected disabilities               

  c\. Organized parent information session            YES       NO

  d\. Referred parents and/or students to the         YES       NO
  district's IDEA representative                                

  e\. The district did not ask us to assist with      YES       NO
  child find activities                                         

  f\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

7.  **Has the district provided you with information about how to make a
    referral for children with suspected disabilities?** *(Circle one)*

YES.................................................................................................
1

NO..................................................................................................
2

8.  **Did the public school district in which your school is located
    consult with representatives of parentally placed private school
    students with disabilities about IDEA in a *timely and meaningful*
    manner?** *(Circle one)*

NO................................................................................................\...
2

  ---------------------------------- --------- ------- -------------------
  **8a. If YES, with whom?**         Circle            
                                     one on            
                                     each line         

  a\. Private school organization    YES       NO      Don't Know
  (e.g. diocesan office)                               

  b\. Private school administrators  YES       NO      Don't Know

  c\. Private school parents         YES       NO      Don't Know

  d\. Other. Please specify:         YES       NO      Don't Know
  ---------------------------------- --------- ------- -------------------

+--------------------------------------------+------+-----+-----+-----+
|                                            | *(Ci |     |     |     |
|                                            | rcle |     |     |     |
|                                            | one  |     |     |     |
|                                            | on   |     |     |     |
|                                            | each |     |     |     |
|                                            | li   |     |     |     |
|                                            | ne)* |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| **8b. If YES, please indicate the extent   | *    |     |     |     |
| to which district consultations about IDEA | *Not |     |     |     |
| were useful for the topics listed in the   | Ve   |     |     |     |
| table below.** Please use a scale from 1   | ry** |     |     |     |
| (Not Useful) to 4 (Very Useful).           |      |     |     |     |
|                                            | **   |     |     |     |
|                                            | Usef |     |     |     |
|                                            | ul** |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| a.  The identification of eligible         | 1    | 2   | 3   | 4   |
|     students through the child find        |      |     |     |     |
|     process                                |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| b\. Informing private school               | 1    | 2   | 3   | 4   |
| representatives about the child find       |      |     |     |     |
| process                                    |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| c\. How the share of federal IDEA funds    | 1    | 2   | 3   | 4   |
| available for services for private school  |      |     |     |     |
| students was calculated                    |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| d\. How the consultation process between   | 1    | 2   | 3   | 4   |
| the district and private school            |      |     |     |     |
| participants will operate throughout the   |      |     |     |     |
| school year                                |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| e\. Types of special education and related | 1    | 2   | 3   | 4   |
| services and alternative service delivery  |      |     |     |     |
| mechanisms                                 |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| f\. How to distribute funds if             | 1    | 2   | 3   | 4   |
| insufficient to serve all children         |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| g\. How and when decisions on the delivery | 1    | 2   | 3   | 4   |
| of special education services are provided |      |     |     |     |
| will be made                               |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+
| h\. Location of services                   | 1    | 2   | 3   | 4   |
+--------------------------------------------+------+-----+-----+-----+
| i\. How the LEA will explain the reasons   | 1    | 2   | 3   | 4   |
| for not providing services when in         |      |     |     |     |
| disagreement with private school officials |      |     |     |     |
+--------------------------------------------+------+-----+-----+-----+

> **8c. If YES, were you asked to provide a written affirmation
> documenting participation?** *(Circle one)*
>
> YES.............................................................................
> ..........1
>
> NO.........................................................................................
> 2

9.  **Did any of your students receive the following services from a
    public school district under IDEA in the 2004**--**05 school year?**
    (Be sure to include students who are receiving services from school
    districts outside the one in which you are located.)

+--------------------------------+--------+---+----------+---+-----------+
|                                | NO     | I |          |   |           |
|                                | S      | F |          |   |           |
|                                | ervice | " |          |   |           |
|                                |        | Y |          |   |           |
|                                |        | E |          |   |           |
|                                |        | S |          |   |           |
|                                |        | , |          |   |           |
|                                |        | " |          |   |           |
|                                |        | s |          |   |           |
|                                |        | e |          |   |           |
|                                |        | l |          |   |           |
|                                |        | e |          |   |           |
|                                |        | c |          |   |           |
|                                |        | t |          |   |           |
|                                |        | o |          |   |           |
|                                |        | n |          |   |           |
|                                |        | e |          |   |           |
|                                |        | o |          |   |           |
|                                |        | r |          |   |           |
|                                |        | b |          |   |           |
|                                |        | o |          |   |           |
|                                |        | t |          |   |           |
|                                |        | h |          |   |           |
|                                |        | t |          |   |           |
|                                |        | y |          |   |           |
|                                |        | p |          |   |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
|                                |        | o |          |   |           |
|                                |        | f |          |   |           |
|                                |        | s |          |   |           |
|                                |        | e |          |   |           |
|                                |        | r |          |   |           |
|                                |        | v |          |   |           |
|                                |        | i |          |   |           |
|                                |        | c |          |   |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
|                                |        | a |          |   |           |
|                                |        | s |          |   |           |
|                                |        | a |          |   |           |
|                                |        | p |          |   |           |
|                                |        | p |          |   |           |
|                                |        | r |          |   |           |
|                                |        | o |          |   |           |
|                                |        | p |          |   |           |
|                                |        | r |          |   |           |
|                                |        | i |          |   |           |
|                                |        | a |          |   |           |
|                                |        | t |          |   |           |
|                                |        | e |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| a\. Special education          | NO     | Y |          | Y |           |
| instructional                  |        | E |          | E |           |
|                                |        | S |          | S |           |
| services                       |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| b\. Equipment                  | NO     | Y |          |   |           |
|                                |        | E |          |   |           |
|                                |        | S |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| c\. Assistive technology       | NO     | Y |          |   |           |
|                                |        | E |          |   |           |
|                                |        | S |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| d\. Related services,          |        |   |          |   |           |
| including                      |        |   |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| audiology services             | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| counseling, including          | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
| rehabilitation counseling      |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| medical services               | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| occupational therapy           | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| > orientation and mobility     | NO     | Y |          | Y |           |
| > services                     |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| physical therapy               | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| recreation, including          | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
| therapeutic recreation         |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| school nurse services          | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| social work services           | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| speech-language                | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| transportation                 | NO     | Y |          |   |           |
|                                |        | E |          |   |           |
|                                |        | S |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+
| e\. Other. Please specify.     | NO     | Y |          | Y |           |
|                                |        | E |          | E |           |
|                                |        | S |          | S |           |
|                                |        | , |          | , |           |
|                                |        | D |          | C |           |
|                                |        | i |          | o |           |
|                                |        | r |          | n |           |
|                                |        | e |          | s |           |
|                                |        | c |          | u |           |
|                                |        | t |          | l |           |
|                                |        | S |          | t |           |
|                                |        | e |          | a |           |
|                                |        | r |          | t |           |
|                                |        | v |          | i |           |
|                                |        | i |          | v |           |
|                                |        | c |          | e |           |
|                                |        | e |          |   |           |
|                                |        | s |          |   |           |
+--------------------------------+--------+---+----------+---+-----------+

10. **Where are IDEA services provided for the children attending your
    school?**

  -------------------------------------------------- --------- ----------
                                                     Circle    
                                                     one on    
                                                     each line 

  a\. At your private school                         YES       NO

  b\. At a public school or district site            YES       NO

  c\. Other. Please specify:                         YES       NO
  -------------------------------------------------- --------- ----------

**[PART 3. NO CHILD LEFT BEHIND (NCLB)]{.underline}**

11\. For school year 2004--05, please indicate, by program, how many
private school students and teachers/personnel participated or received
services, checking N/A if your school did not participate. Please also
check the services provided to your school's students or
teachers/personnel under each program.

  --------------- --------- ----------------- ------------- ------------- ------------ ---------------- --------------- ----------------- ------------- -----------
                  **N/A**   **Numbers                                     **Services                                                                    
                            Participating**                               Received**                                                                    

                            **Students**      **Teachers/   **Parents**   **None**     **Professional   **Parental      **Instructional   **Equipment / **Other**
                                              Personnel**                              Development**    Involvement**   Services to       Materials**   
                                                                                                                        Students**                      

  a\. **Title I                                                                                                                                         
  (A)** Improving                                                                                                                                       
  Basic Programs                                                                                                                                        
  Operated by                                                                                                                                           
  LEAs[^25]                                                                                                                                             

  b\. **Title I                                                                                                                                         
  (B, Sub 1)**                                                                                                                                          
  Reading First                                                                                                                                         

  c\. **Title I                                                                                                                                         
  (B, Sub 3)**                                                                                                                                          
  Even Start                                                                                                                                            
  Family Literacy                                                                                                                                       

  d\. **Title I                                             []{.mark}                                                                                   
  (C)** Migrant                                                                                                                                         
  Education                                                                                                                                             

  e\. **Title II                                            []{.mark}                                                                                   
  (A)** Teacher &                                                                                                                                       
  Principal                                                                                                                                             
  Training and                                                                                                                                          
  Recruiting                                                                                                                                            

  f\. **Title II                                            []{.mark}                                                                                   
  (B)**                                                                                                                                                 
  Math/Science                                                                                                                                          
  Partnerships                                                                                                                                          

  g\. **Title II                                            []{.mark}                                                                                   
  (D)** Enhancing                                                                                                                                       
  Educ through                                                                                                                                          
  Tech                                                                                                                                                  

  h\. **Title III                                           []{.mark}                                                                                   
  (A)** Language                                                                                                                                        
  Instruction for                                                                                                                                       
  LEP Students                                                                                                                                          

  i\. **Title IV                                            []{.mark}                                                                                   
  (A)** Safe and                                                                                                                                        
  Drug-Free                                                                                                                                             
  Schools/                                                                                                                                              
  Communities                                                                                                                                           

  j\. **Title IV                                            []{.mark}                                                                                   
  (B)**                                                                                                                                                 
  21st-Century                                                                                                                                          
  CLC                                                                                                                                                   

  k\. **Title V                                             []{.mark}                                                                                   
  (A)**                                                                                                                                                 
  Innovative                                                                                                                                            
  Programs                                                                                                                                              
  --------------- --------- ----------------- ------------- ------------- ------------ ---------------- --------------- ----------------- ------------- -----------

###  

**[PART 4. Title I (A)]{.underline}**

12. **In school year 2004**--**05, did your school provide school
    district or intermediate district administrators with the number of
    students from low-income families enrolled in your school living in
    a participating Title I (A) attendance area?**

> (*Circle one)*

YES.................................................................................
1

NO..................................................................................
2

  -------------------------------------------------- ---------- -----------
  **12a. IF YES, what assistance was offered?**      Circle one 
                                                     on each    
                                                     line       

  a\. We provided names and addresses of students.   YES        NO

  b\. We provided family income information.         YES        NO

  c\. We surveyed our school's parents.              YES        NO

  d\. We provided tuition scholarship information.   YES        NO

  e\. Other. Please specify.                         YES        NO
  -------------------------------------------------- ---------- -----------

13. **In 2004--05, did any students at your school *receive* Title I (A)
    services?** (*Circle one)*

YES.............................................................. 1

NO................................................................ 2

  -------------------------------------------------- ---------- -----------
  **13a. IF NO, why not?**                           Circle one 
                                                     on each    
                                                     line       

  a\. No students resided in a participating public  YES        NO
  school Title I (A) attendance area.                           

  b\. No students residing in a Title I (A)          YES        NO
  attendance area generated funds.                              

  c\. No students residing in a Title I (A)          YES        NO
  attendance area were educationally needy.                     

  d\. My school chose not to participate.            YES        NO

  e\. Parents preferred that their children not      YES        NO
  participate.                                                  

  f\. Other. Please specify.                         YES        NO
  -------------------------------------------------- ---------- -----------

14. **Do you know the total amount of Title I (A) funds allocated for
    services for students at your school in 2004**--**05?**

> (*Circle one)*

YES.............................................................. 1

NO................................................................ 2

15. **Which of the following parental involvement and professional
    development activities did your district provide for parents and
    teachers of students receiving Title I (A) services at your school
    in 2004**--**05?**

  -------------------------------------------------- -------- ------ -------
                                                     Circle          
                                                     one on          
                                                     each            
                                                     line            

  **Parental Involvement Activities**                                

  a\. Parent Newsletter                              YES      NO     Don't
                                                                     Know

  b\. Parent-teacher conferences                     YES      NO     Don't
                                                                     Know

  c\. Parent meetings                                YES      NO     Don't
                                                                     Know

  c\. Classes or workshops for parents               YES      NO     Don't
                                                                     Know

  e\. Take-home books and materials                  YES      NO     Don't
                                                                     Know

  f\. Summer activity kits                           YES      NO     Don't
                                                                     Know

  g\. None.                                          YES      NO     Don't
                                                                     Know

  h\. Other. Please specify.                         YES      NO     Don't
                                                                     Know

  **Professional Development Activities**                            

  i\. Professional development on-site of private    YES      NO     Don't
  school for private school teachers                                 Know

  j\. Professional development at public school site YES      NO     Don't
                                                                     Know

  k\. Professional development through a third-party YES      NO     Don't
  provider                                                           Know

  l\. Payment for graduate courses                   YES      NO     Don't
                                                                     Know

  m\. Payment for workshops and conferences          YES      NO     Don't
                                                                     Know

  n\. Other. Please specify:                         YES      NO     Don't
                                                                     Know
  -------------------------------------------------- -------- ------ -------

**[Part 5. Consultations with SCHOOL District Officials]{.underline}**

16. **Did you receive a "letter of intent" from the district regarding
    your intention to participate in federal education programs under
    NCLB?**

> *(Circle one)*

YES.................................................................................................
1

NO..................................................................................................
2

17. **Did consultation about private school participation in NCLB
    programs occur with the district?**

> *(Circle one)*

YES...........................................................................................
1

> NO............................................................................................
> 2

  -------------------------------------------------- ---------- -----------
  **17a. If YES, with whom?**                        Circle one 
                                                     on each    
                                                     line       

  a\. Administrators at the diocesan or association  YES        NO
  level                                                         

  b\. Administrators at the school-level             YES        NO

  c\. Other. Please specify:                         YES        NO
  -------------------------------------------------- ---------- -----------

  -------------------------------------------------- ---------- -----------
  **17b. If NO, why not?**                           Circle one 
                                                     on each    
                                                     line       

  a\. We chose not to participate                    YES        NO

  b\. Association or diocesan level administrators   YES        NO
  made decision not to participate                              

  c\. School district did not contact us             YES        NO

  d\. Other. Please specify:                         YES        NO
  -------------------------------------------------- ---------- -----------

18. **Did the school district or intermediate district consult in a
    *meaningful and timely fashion* with private school officials
    regarding participation in [Title I (A]{.underline})*? ****(Circle
    one)*

YES.................................................................................................
1

NO..................................................................................................
2

  -------------------------------------------------- ---------- -----------
  **18a. IF YES, with whom?**                        Circle one 
                                                     on each    
                                                     line       

  a\. Private school organization (e.g. diocesan     YES        NO
  office)                                                       

  b\. Private school administrators                  YES        NO
  -------------------------------------------------- ---------- -----------

  -------------------------------------------------- ---------- -----------
  **18b. IF YES, on which topics?**                  Circle one 
                                                     on each    
                                                     line       

  a\. Number of private school students who generate YES        NO
  funds for Title I (A) services                                

  b\. Administrative costs                           YES        NO

  c\. Per-pupil allocation                           YES        NO

  d\. Determination to \"pool\" resources            YES        NO

  e\. Determination of which eligible students will  YES        NO
  receive services (including criteria for                      
  determining eligibility)                                      

  f\. Assessment of student learning needs           YES        NO

  g\. Assignment of staff who will provide services  YES        NO
  to private-school students                                    

  h\. Type of services to be provided                YES        NO

  i\. Location of services                           YES        NO

  j\. Challenging student performance standards      YES        NO

  k\. Assessment methods of students\' progress in   YES        NO
  meeting challenging performance standards                     

  l\. Professional development of private school     YES        NO
  teachers of Title I (A) participants                          

  m\. Activities for private school parents of Title YES        NO
  I (A) participants                                            
  -------------------------------------------------- ---------- -----------

19. **Did the district consult in a *meaningful and timely fashion* with
    private school officials regarding participation in any [other NCLB
    programs]{.underline}*? ***

  -------------------------------------------------------------------------------------------------------------------------------------
                  **No or               **Yes, on the                                                                      
                  [N/A]{.underline}**   following                                                                          
                                        topics...**                                                                        
  --------------- --------------------- ------------- ------------- ------------- ------------ ------------ -------------- ------------
                                        **Needs of    **Teacher     **Amt of      **Types of   **Service    **Assessment   **Service
                                        students**    Prof          Funding       Services**   Provider**   of Services**  Location**
                                                      Development   Available**                                            
                                                      Needs**                                                              

  a\. **Title I                                                                                                            
  (B, Sub 1)**                                                                                                             
  Reading First                                                                                                            

  b\. **Title I                                                                                                            
  (B, Sub 3)**                                                                                                             
  Even Start                                                                                                               
  Family Literacy                                                                                                          

  c\. **Title I                                                                                                            
  (C)** Migrant                                                                                                            
  Education                                                                                                                

  d\. **Title II                                                                                                           
  (A)** Teacher &                                                                                                          
  Principal                                                                                                                
  Training and                                                                                                             
  Recruiting                                                                                                               

  e\. **Title II                                                                                                           
  (B)**                                                                                                                    
  Math/Science                                                                                                             
  Partnerships                                                                                                             

  f\. **Title II                                                                                                           
  (D)** Enhancing                                                                                                          
  Educ through                                                                                                             
  Tech                                                                                                                     

  g\. **Title III                                                                                                          
  (A)** Language                                                                                                           
  Instruction for                                                                                                          
  LEP Students                                                                                                             

  h\. **Title IV                                                                                                           
  (A)** Safe and                                                                                                           
  Drug-Free                                                                                                                
  Schools/                                                                                                                 
  Communities                                                                                                              

  i\. **Title IV                                                                                                           
  (B)**                                                                                                                    
  21st-Century                                                                                                             
  CLC                                                                                                                      

  j\. **Title V                                                                                                            
  (A)**                                                                                                                    
  Innovative                                                                                                               
  Programs                                                                                                                 
  -------------------------------------------------------------------------------------------------------------------------------------

**20. In working with your public school district in the 2004-05 school
year, to what extent did the following barriers impact timely and
meaningful consultation?**

  ----------------------------- ----------- ----------- ------------ -----------
                                *(Circle                             
                                one on each                          
                                line)*                               

                                **Not A     **Minor     **Somewhat A **Major
                                Barrier**   Barrier**   Barrier**    Barrier**

  a\. Limited understanding of                                       
  or experience by the district                                      
  with equitable participation                                       
  requirements of NCLB                                               

  b\. Limited communication                                          
  from the public school                                             
  district                                                           

  c\. Lack of timely and                                             
  meaningful consultation with                                       
  the district                                                       

  d\. Absence of district                                            
  procedures and policies to                                         
  facilitate consultation                                            

  e\. Other. Please specify.                                         
  ----------------------------- ----------- ----------- ------------ -----------

**[Part 6. Background Information]{.underline}**

21. **Which best describes your school's orientation or affiliation?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Catholic (including Parochial or                YES       NO
  Inter-parochial, Diocesan, or Private)                        

  b\. Other religious                                 YES       NO

  c\. Non-sectarian                                   YES       NO
  --------------------------------------------------- --------- ----------

22. **Which best describes your position(s)?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Principal/administrator in a private school     YES       NO

  b\. Administrator/staff in private school           YES       NO
  organization (e.g. system level or diocesan office)           

  c\. Other staff in a private school                 YES       NO

  d\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

23. **What is your school
    enrollment?**................................\_\_\_\_\_\_\_\_\_\_\_
    students

24. **How would you best describe the grade level of your school?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Elementary                                      YES       NO

  b\. Middle School                                   YES       NO

  c\. High School                                     YES       NO

  d\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

25. **Have you received help from any of the following sources in
    working with the district in implementing federal education programs
    for your students and teachers?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Technical assistance from the state             YES       NO

  b\. District-wide private school working group      YES       NO

  c\. Technical assistance from U.S. Department of    YES       NO
  Education                                                     

  d\. U.S. Department of Education publications       YES       NO

  e\. U. S. Department of Education sponsored         YES       NO
  workshops and conferences on federal education                
  programs                                                      

  f\. U.S. Department of Education Web site.          YES       NO

  g\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

**[Study of Private School Student Participation]{.smallcaps}**

**[in Federal Education Programs]{.smallcaps}**

**[U.S. Department of Education]{.smallcaps}**

**[Policy and Program Studies Service]{.smallcaps}**

**[The Urban Institute]{.smallcaps}**

**[Washington, DC]{.smallcaps}**

## Survey of District Administrators

To complete this survey online go to:

[www.privateschsurvey.districts.urban.org](http://www.privateschsurvey.districts.urban.org/)

Username: «Username»

Password: «Password»

Responses to this data collection will be used only for statistical
purposes.  The reports prepared for this study will summarize findings
across the sample and will not associate responses with a specific
district or individual.  We will not provide information that identifies
you or your district to anyone outside the study team, except as
required by law. 

We recommend you briefly reviewing the entire survey before trying to
complete it. You may need to collaborate with individuals with specific
information about federal programs, including IDEA, to obtain all of the
information necessary to complete the questionnaire.

Please return your completed questionnaire to:

Ary Amerikaner

Education Policy Center

The Urban Institute

2100 M Street, NW

Washington, DC 20037

If you have questions, please contact Ary Amerikaner at
<PrivateSCHSurvey@ui.urban.org> or 1-866-859-0635.

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB number. The valid OMB control number of this information
collection is 1875-0236. The time required to complete this information
collection is estimated to average 30 minutes per survey, including the
time to review instructions, search existing data resources, gather the
data needed, and complete and review the information collection. If you
have any comments concerning the accuracy of the time estimates(s) or
suggestion for improving this form, please write to: U.S. Department of
Education, Washington, 20202-4651. If you have comments or concerns
regarding the status of your individual submission of this form, write
directly to: Policy and Program Studies Service, Office of Planning,
Evaluation and Policy Development, US Department of Education, 400
Maryland Avenue, SW, Washington, DC 20202.

O.M.B. NO. 1875-0236▪ Approval Expires 08/31/2008

## 

**[PART 1. PRIVATE SCHOOLS AND PRIVATE SCHOOL STUDENTS
COUNTS]{.underline}**[^26]

1.  **How many non-profit, K**--**12 private [schools]{.underline},
    including religious schools, are located within your district
    boundary?** ............ \_\_\_\_\_\_\_\_\_\_ private schools

**2. How many of those private schools, including religious schools,
participated in any federal education programs under No Child Left
Behind-NCLB in school year 2004**--**05?**

...............................................................\.......\_\_\_\_\_\_\_\_\_\_\_private
schools

3\. **How many private schools had students with disabilities receiving
benefits from the Individuals with Disabilities Education Act (IDEA) in
school year
2004**--**05?**......................................................\_\_\_\_\_\_\_\_\_\_\_private
schools

**[Part 2. IDEA (Individuals with Disabilities Education
Act)]{.underline}**

**Parentally placed private school students refers to students with
disabilities who are placed in a private school by their parents when a
free appropriate public education (FAPE) is not at issue.**

4.  **Please indicate which of these [child find procedures]{.underline}
    your district uses to identify *parentally placed* private school
    students with disabilities.**

+---------------------------------------------------+--------+---------+
|                                                   | Circle |         |
|                                                   | one on |         |
|                                                   | each   |         |
|                                                   | line   |         |
+---------------------------------------------------+--------+---------+
| a\. Mass mailing to all households in public      | YES    | NO      |
| school                                            |        |         |
|                                                   |        |         |
| attendance area                                   |        |         |
+---------------------------------------------------+--------+---------+
| b\. Radio or TV public service announcements      | YES    | NO      |
+---------------------------------------------------+--------+---------+
| c\. Information on school district website        | YES    | NO      |
+---------------------------------------------------+--------+---------+
| d\. Distribution of informational brochures       | YES    | NO      |
+---------------------------------------------------+--------+---------+
| e\. Presentation at private schools               | YES    | NO      |
+---------------------------------------------------+--------+---------+
| f\. Outreach at community events                  | YES    | NO      |
+---------------------------------------------------+--------+---------+
| g\. Outreach to private schools                   | YES    | NO      |
+---------------------------------------------------+--------+---------+
| h\. Other. Please specify.                        | YES    | NO      |
+---------------------------------------------------+--------+---------+

5.  **Who evaluates *parentally placed* private school students in your
    district to determine eligibility for services under IDEA?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Public school staff                             YES       NO

  b\. Contracted third-party                          YES       NO

  c\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

6.  **Did your district consult in a *meaningful and timely fashion*
    with private school officials or parents regarding participation in
    [IDEA]{.underline}*? *** *(Circle one)*

YES.................................................................................
1

NO..................................................................................
2 (Skip to Q7)

  -------------------------------------------------- ---------- -----------
  **6a. IF YES, with whom?**                         Circle one 
                                                     on each    
                                                     line       

  a\. Private school organization (e.g. diocesan     YES        NO
  office)                                                       

  b\. Private school administrators                  YES        NO

  c\. Private school parents                         YES        NO
  -------------------------------------------------- ---------- -----------

  -------------------------------------------------- ---------- -----------
  **6b. IF YES, on which topics?**                   Circle one 
                                                     on each    
                                                     line       

  a\. The identification of eligible students        YES        NO
  through the child find process                                

  b\. Informing private school representatives about YES        NO
  the child find process                                        

  c\. How the share of federal IDEA funds available  YES        NO
  for services for private school students was                  
  calculated                                                    

  d\. How the consultation process between the       YES        NO
  district and private school participants will                 
  operate throughout the school year                            

  e\. Types of special education and related         YES        NO
  services and alternative service delivery                     
  mechanisms                                                    

  f\. How to distribute funds if insufficient to     YES        NO
  serve all children                                            

  g\. How and when decisions on the delivery of      YES        NO
  special education services provided will be made              

  h\. Location of services                           YES        NO

  i\. How the LEA will explain the reasons for not   YES        NO
  providing services when in disagreement with                  
  private school officials                                      
  -------------------------------------------------- ---------- -----------

> **6c. If YES, did you obtain a written affirmation?** (C*ircle one)*
>
> YES..................................................................................
> 1
>
> NO....................................................................................2

**7. Did your district provide services to parentally placed
private-school students with disabilities during school year
2004**--**05?** (C*ircle one)*

YES..................................................................................
1

NO....................................................................................2

NOT APPLICABLE (No parentally placed private school students

in my district were
eligible)...................................................\...3

+--------------------------------+--------+---------------+-----------+
| **7a. IF YES, which            | NO     | IF "YES,"     |           |
| services?**                    | S      | select one or |           |
|                                | ervice | both types of |           |
|                                |        | services as   |           |
|                                |        | appropriate   |           |
+--------------------------------+--------+---------------+-----------+
| a\. Special education          | NO     | YES, Direct   | YES,      |
| instructional                  |        | Services      | Con       |
|                                |        |               | sultative |
| services                       |        |               |           |
+--------------------------------+--------+---------------+-----------+
| b\. Equipment                  | NO     | YES           |           |
+--------------------------------+--------+---------------+-----------+
| c\. Assistive technology       | NO     | YES           |           |
+--------------------------------+--------+---------------+-----------+
| d\. Related services,          |        |               |           |
| including                      |        |               |           |
+--------------------------------+--------+---------------+-----------+
| audiology services             | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| counseling, including          | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
| rehabilitation counseling      |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| medical services               | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| occupational therapy           | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| orientation and mobility       | NO     | YES, Direct   | YES,      |
| services                       |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| physical therapy               | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| recreation, including          | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
| therapeutic recreation         |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| school nurse services          | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| social work services           | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| speech-language                | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+
| transportation                 | NO     | YES           |           |
+--------------------------------+--------+---------------+-----------+
| e\. Other. Please specify.     | NO     | YES, Direct   | YES,      |
|                                |        | Services      | Con       |
|                                |        |               | sultative |
+--------------------------------+--------+---------------+-----------+

  -------------------------------------------------- ---------- -----------
  **7b. IF NO, why not?**                            Circle one 
                                                     on each    
                                                     line       

  a\. Lack of transportation                         YES        NO

  b\. Funds were inadequate                          YES        NO

  c\. Parents declined services                      YES        NO

  d\. Other. Please specify.                         YES        NO

  **[Please Now Skip to Question 10.]{.smallcaps}**             
  -------------------------------------------------- ---------- -----------

8.  **Where are the IDEA services provided for parentally placed
    students with disabilities?**

  -------------------------------------------------- --------- ----------
                                                     Circle    
                                                     one on    
                                                     each line 

  a\. On-site at private schools                     YES       NO

  b\. At a public school or district site            YES       NO

  c\. Other. Please specify:                         YES       NO
  -------------------------------------------------- --------- ----------

9.  **Did ALL eligible private school students with disabilities receive
    services under IDEA?** *(Circle one)*

YES..................................................................................1

NO....................................................................................2

  -------------------------------------------------- ---------- -----------
  **9a. IF NO, why not?**                            Circle one 
                                                     on each    
                                                     line       

  a\. Parents declined services                      YES        NO

  b\. IDEA funds were inadequate to serve all        YES        NO
  children identified in the child find process                 

  c\. Other. Please specify.                         YES        NO
  -------------------------------------------------- ---------- -----------

10. **In *addition* to federal IDEA funds, what state and local funds,
    if any, are used to provide services to parentally placed private
    school students with disabilities in your district in SY
    2004**--**05?**

\$\_\_\_\_\_\_\_\_\_\_\_\_\_ in local funds Check here if you do not
know \$\_\_\_\_\_\_\_\_\_\_\_\_\_ in state funds Check here if you do
not know

**[Part 3. Federal Programs under NCLB/ Services to Private
School]{.underline}**

**[Students and Teachers]{.underline}**

11. **For school year 2004**--**05, please indicate, by NCLB program,
    the total allocation that your district received and the amount
    allocated for services for private school participants. (If you do
    not receive funds for a particular Title write '0' under Total
    District Allocation. If you do not know allocations, write DK under
    Total District Allocation.) Please also check the types of services
    provided to private school participants, marking "None" if no
    services were provided to private school participants.**

+--------------+-------+--------+---+-------+------+------+-----+---+
|              | **    | *      | * |       |      |      |     |   |
|              | Total | *Funds | * |       |      |      |     |   |
|              | Dis   | All    | S |       |      |      |     |   |
|              | trict | ocated | e |       |      |      |     |   |
|              | Al    | for    | r |       |      |      |     |   |
|              | locat | Se     | v |       |      |      |     |   |
|              | ion** | rvices | i |       |      |      |     |   |
|              |       | for    | c |       |      |      |     |   |
|              | **(   | P      | e |       |      |      |     |   |
|              | 2004- | rivate | s |       |      |      |     |   |
|              | 05)** | Sc     | P |       |      |      |     |   |
|              |       | hool** | r |       |      |      |     |   |
|              |       |        | o |       |      |      |     |   |
|              |       | **Pa   | v |       |      |      |     |   |
|              |       | rticip | i |       |      |      |     |   |
|              |       | ants** | d |       |      |      |     |   |
|              |       |        | e |       |      |      |     |   |
|              |       | *      | d |       |      |      |     |   |
|              |       | *(2004 | * |       |      |      |     |   |
|              |       | -05)** | * |       |      |      |     |   |
+==============+=======+========+===+=======+======+======+=====+===+
|              |       |        | * | **Pr  | **   | **I  | **  | * |
|              |       |        | * | ofess | Pare | nstr | Equ | * |
|              |       |        | N | ional | ntal | ucti | ipm | O |
|              |       |        | o | Dev   | I    | onal | ent | t |
|              |       |        | n | elopm | nvol | Serv | /Ma | h |
|              |       |        | e | ent** | veme | ices | ter | e |
|              |       |        | * |       | nt** | to   | ial | r |
|              |       |        | * |       |      | St   | s** | * |
|              |       |        |   |       |      | uden |     | * |
|              |       |        |   |       |      | ts** |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| a\. **Title  | \$    | \$     |   |       |      |      |     |   |
| I (A)**      |       |        |   |       |      |      |     |   |
| Improving    |       |        |   |       |      |      |     |   |
| Basic        |       |        |   |       |      |      |     |   |
| Programs     |       |        |   |       |      |      |     |   |
| Operated by  |       |        |   |       |      |      |     |   |
| LEAs[^27]    |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| b\. **Title  | \$    | \$     |   |       |      |      |     |   |
| I (B, Sub    |       |        |   |       |      |      |     |   |
| 1)** Reading |       |        |   |       |      |      |     |   |
| First        |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| c\. **Title  | \$    | \$     |   |       |      |      |     |   |
| I (B, Sub    |       |        |   |       |      |      |     |   |
| 3)** Even    |       |        |   |       |      |      |     |   |
| Start Family |       |        |   |       |      |      |     |   |
| Literacy     |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| d\. **Title  | \$    | \$     |   |       |      |      |     |   |
| I (C)**      |       |        |   |       |      |      |     |   |
| Migrant      |       |        |   |       |      |      |     |   |
| Education    |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| e\. **Title  | \$    | \$     |   |       |      |      |     |   |
| II (A)**     |       |        |   |       |      |      |     |   |
| Teacher &    |       |        |   |       |      |      |     |   |
| Principal    |       |        |   |       |      |      |     |   |
| Training and |       |        |   |       |      |      |     |   |
| Recruiting   |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| f\. **Title  | \$    | \$     |   |       |      |      |     |   |
| II (B)**     |       |        |   |       |      |      |     |   |
| Math/Science |       |        |   |       |      |      |     |   |
| Partnerships |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| g\. **Title  | \$    | \$     |   |       |      |      |     |   |
| II (D)**     |       |        |   |       |      |      |     |   |
| Enhancing    |       |        |   |       |      |      |     |   |
| Educ through |       |        |   |       |      |      |     |   |
| Tech         |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| h\. **Title  | \$    | \$     |   |       |      |      |     |   |
| III (A)**    |       |        |   |       |      |      |     |   |
| Language     |       |        |   |       |      |      |     |   |
| Instruction  |       |        |   |       |      |      |     |   |
| for LEP      |       |        |   |       |      |      |     |   |
| Students     |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| i\. **Title  | \$    | \$     |   |       |      |      |     |   |
| IV (A)**     |       |        |   |       |      |      |     |   |
| Safe and     |       |        |   |       |      |      |     |   |
| Drug-Free    |       |        |   |       |      |      |     |   |
| Schools/     |       |        |   |       |      |      |     |   |
| Communities  |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| j\. **Title  | \$    | \$     |   |       |      |      |     |   |
| IV (B)**     |       |        |   |       |      |      |     |   |
| 21st-Century |       |        |   |       |      |      |     |   |
| CLC          |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+
| k\. **Title  | \$    | \$     |   |       |      |      |     |   |
| V (A)**      |       |        |   |       |      |      |     |   |
| Innovative   |       |        |   |       |      |      |     |   |
| Programs     |       |        |   |       |      |      |     |   |
+--------------+-------+--------+---+-------+------+------+-----+---+

12. **For school year 2004**--**05, please indicate the total number of
    private school students, teachers, and parents where appropriate who
    received services by program, marking "0" if no services were
    provided to the private school participants. If your district
    received no funding or you do not know, please check the appropriate
    box to the right.**

+------------------+---------+---+---------+--------+----------+----------+
|                  | *       |   |         |        | **       | **Don't  |
|                  | *Number |   |         |        | District | Know**   |
|                  | of**    |   |         |        | Re       |          |
|                  |         |   |         |        | ceived** |          |
|                  | **      |   |         |        |          |          |
|                  | Private |   |         |        | **No     |          |
|                  | School  |   |         |        | F        |          |
|                  | Partici |   |         |        | unding** |          |
|                  | pants** |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
|                  | **Stu   | * |         | **Par  |          |          |
|                  | dents** | * |         | ents** |          |          |
|                  |         | T |         |        |          |          |
|                  |         | e |         |        |          |          |
|                  |         | a |         |        |          |          |
|                  |         | c |         |        |          |          |
|                  |         | h |         |        |          |          |
|                  |         | e |         |        |          |          |
|                  |         | r |         |        |          |          |
|                  |         | s |         |        |          |          |
|                  |         | * |         |        |          |          |
|                  |         | * |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| a\. **Title I    |         |   |         |        |          |          |
| (A)** Improving  |         |   |         |        |          |          |
| Basic Programs   |         |   |         |        |          |          |
| Operated by LEAs |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| b\. **Title I    |         |   |         |        |          |          |
| (B, Sub 1)**     |         |   |         |        |          |          |
| Reading First    |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| c\. **Title I    |         |   |         |        |          |          |
| (B, Sub 3)**     |         |   |         |        |          |          |
| Even Start       |         |   |         |        |          |          |
| Family Literacy  |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| d\. **Title I    |         |   |         |        |          |          |
| (C)** Migrant    |         |   |         |        |          |          |
| Education        |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| e\. **Title II   |         |   |         |        |          |          |
| (A)** Teacher &  |         |   |         |        |          |          |
| Principal        |         |   |         |        |          |          |
| Training and     |         |   |         |        |          |          |
| Recruiting       |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| f\. **Title II   |         |   |         |        |          |          |
| (B)**            |         |   |         |        |          |          |
| Math/Science     |         |   |         |        |          |          |
| Partnerships     |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| g\. **Title II   |         |   |         |        |          |          |
| (D)** Enhancing  |         |   |         |        |          |          |
| Educ through     |         |   |         |        |          |          |
| Tech             |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| h\. **Title III  |         |   |         |        |          |          |
| (A)** Language   |         |   |         |        |          |          |
| Instruction for  |         |   |         |        |          |          |
| LEP Students     |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| i\. **Title IV   |         |   |         |        |          |          |
| (A)** Safe and   |         |   |         |        |          |          |
| Drug-Free        |         |   |         |        |          |          |
| Schools/         |         |   |         |        |          |          |
| Communities      |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| j\. **Title IV   |         |   |         |        |          |          |
| (B)**            |         |   |         |        |          |          |
| 21st-Century CLC |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+
| k\. **Title V    |         |   |         |        |          |          |
| (A)** Innovative |         |   |         |        |          |          |
| Programs         |         |   |         |        |          |          |
+------------------+---------+---+---------+--------+----------+----------+

**[PART 4. TITLE I (A)]{.underline}**

### 

### 

13. **In planning for the 2004**--**05 school year, what
    *[method]{.underline}* did your district use to determine the number
    of private school children from low-income families?**

+--------------------------------------------------+--------+---------+
|                                                  | Circle |         |
|                                                  | one on |         |
|                                                  | each   |         |
|                                                  | line   |         |
+--------------------------------------------------+--------+---------+
| a\. We used the same poverty data to identify    | YES    | NO      |
| and count low-income students in both public and |        |         |
| private schools                                  |        |         |
+--------------------------------------------------+--------+---------+
| b\. We extrapolated from a representative survey | YES    | NO      |
| sample to determine the number of low-income     |        |         |
| children who attend private schools              |        |         |
+--------------------------------------------------+--------+---------+
| c\. We correlated data from two different data   | YES    | NO      |
| sources to determine the number of low-income    |        |         |
| children who attend private schools              |        |         |
+--------------------------------------------------+--------+---------+
| d\. We use proportionality: applying the         | YES    | NO      |
| low-income percentage of each participating      |        |         |
| public school attendance area to the number of   |        |         |
| private school children who reside in that       |        |         |
| school attendance area.                          |        |         |
+--------------------------------------------------+--------+---------+
| e.  Other. Please specify:                       | YES    | NO      |
+--------------------------------------------------+--------+---------+

14. **In school year 2004**--**05, did any private school participants
    (students, teachers, or parents) in your district receive Title
    I (A) services?** *(Circle one)*

YES..................................................................................
1

NO....................................................................................2

  -------------------------------------------------- ---------- -----------
  **14a. If NO, why not?**                           Circle one 
                                                     on each    
                                                     line       

  a\. My district did not receive Title I (A) funds  YES        NO

  b\. No private school students residing in my      YES        NO
  district generated funds                                      

  c\. No private school children residing in my      YES        NO
  district were failing or at risk of failing to                
  meet educational standards                                    

  d\. Private school officials in my district did    YES        NO
  not respond to a request for information to                   
  identify students needing services                            

  e\. Private school officials in my district        YES        NO
  declined the offer of Title I services.                       

  f\. Other. Please specify.                         YES        NO

  **[Please now skip to Question 19.]{.smallcaps}**             
  -------------------------------------------------- ---------- -----------

  -------------------------------------------------- ---------- -----------
  **14b. If YES, these funds were...**               Circle one 
                                                     on each    
                                                     line       

  a\. Distributed on a school-by-school basis based  YES        NO
  on the number of students generating funds.                   

  b\. Pooled. Funds were combined and services       YES        NO
  provided to students most at risk.                            

  c\. Other. Please specify.                         YES        NO
  -------------------------------------------------- ---------- -----------

15. **Where and how do private school students receive Title I (A)
    services?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. At private school with a district teacher       YES       NO

  b\. At private school with a third-party provider   YES       NO

  c\. At private school in a computer-assisted lab    YES       NO

  d\. At private school in a mobile van unit          YES       NO

  e\. At public school with a district teacher        YES       NO

  f\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

16. **Do private school students participate in Title I (A) services or
    activities during non-school hours (i.e. summer programs or before
    and after-school programs)?** *(Circle one)*

> YES..................................................................................
> 1
>
> NO....................................................................................2

  -------------------------------------------------- ---------- -----------
  **16a. If NO, why not?**                           Circle one 
                                                     on each    
                                                     line       

  a\. Extended time services are offered but private YES        NO
  school students do not participate                            

  b\. Extended time services are not offered to      YES        NO
  private school students                                       

  c\. Extended time services are not offered to      YES        NO
  public or private school students                             
  -------------------------------------------------- ---------- -----------

17. **Please identify [parental involvement activities]{.underline} for
    parents of private school Title I (A) participants.**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Parent newsletter                               YES       NO

  b\. Parent meetings                                 YES       NO

  c\. Parenting classes and workshops                 YES       NO

  d\. Parent-teacher conferences                      YES       NO

  e\. Take home materials and books                   YES       NO

  f\. Summer activity kits                            YES       NO

  g\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

18. **Please identify [professional development activities]{.underline}
    for private school teachers who have Title I (A) participants in
    their classes.**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Provide professional development on-site of     YES       NO
  private school for private school teachers                    

  b\. Provide professional development at public      YES       NO
  school site                                                   

  c\. Provide professional development through a      YES       NO
  third-party provider                                          

  d\. Provide payment for graduate courses            YES       NO

  e\. Provide payment for workshops and conferences   YES       NO

  f\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

**[Part 5. Consultation with Private School Officials]{.underline}**

19. **Did your district consult in a *meaningful and timely fashion*
    with private school officials regarding participation in [Title I
    (A]{.underline})*? ****(Circle one)*

YES.................................................................................
1

NO..................................................................................
2

  -------------------------------------------------- ---------- -----------
  **19a. IF YES, with whom?**                        Circle one 
                                                     on each    
                                                     line       

  a\. Private school organization (e.g. diocesan     YES        NO
  office)                                                       

  b\. Private school administrators                  YES        NO
  -------------------------------------------------- ---------- -----------

  -------------------------------------------------- ---------- -----------
  **19b. IF YES, on which topics?**                  Circle one 
                                                     on each    
                                                     line       

  a\. Number of private school students who generate YES        NO
  funds for Title I (A) services                                

  b\. Administrative costs                           YES        NO

  c\. Per-pupil allocation                           YES        NO

  d\. Determination to \"pool\" resources            YES        NO

  e\. Determination of which eligible students will  YES        NO
  receive services (including criteria for                      
  determining eligibility)                                      

  f\. Assessment of student learning needs           YES        NO

  g\. Assignment of staff who will provide services  YES        NO
  to private-school students                                    

  h\. Type of services to be provided                YES        NO

  i\. Location of services                           YES        NO

  j\. Challenging student performance standards      YES        NO

  k\. Assessment methods of students\' progress in   YES        NO
  meeting challenging performance standards                     

  l\. Professional development of private school     YES        NO
  teachers of Title I (A) participants                          

  m\. Activities for private school parents of Title YES        NO
  I (A) participants                                            
  -------------------------------------------------- ---------- -----------

20. **Did your district consult in a *meaningful and timely fashion*
    with private school officials regarding participation in any [of the
    following NCLB programs]{.underline}*? ***

  ---------------------------------------------------------------------------------------------------------------------------------------
                   **No or               **Yes, on the                                                                       
                   [N/A]{.underline}**   following                                                                           
                                         topics...Check                                                                      
                                         all that                                                                            
                                         apply.**                                                                            
  ---------------- --------------------- ---------------- ----------- ------------- ------------ ------------ -------------- ------------
                                         **Needs of       **Teacher   **Amt of      **Types of   **Service    **Assessment   **Service
                                         students**       Prof        Funding       Services**   Provider**   of Services**  Location**
                                                          Devpmnt     Available**                                            
                                                          Needs**                                                            

  a\. **Title I                                                                                                              
  (B, Sub 1)**                                                                                                               
  Reading First                                                                                                              

  b\. **Title I                                                                                                              
  (B, Sub 3)**                                                                                                               
  Even Start                                                                                                                 
  Family Literacy                                                                                                            

  c\. **Title I                                                                                                              
  (C)** Migrant                                                                                                              
  Education                                                                                                                  

  d\. **Title II                                                                                                             
  (A)** Teacher &                                                                                                            
  Principal                                                                                                                  
  Training and                                                                                                               
  Recruiting                                                                                                                 

  e\. **Title II                                                                                                             
  (B)**                                                                                                                      
  Math/Science                                                                                                               
  Partnerships                                                                                                               

  f\. **Title II                                                                                                             
  (D)** Enhancing                                                                                                            
  Educ through                                                                                                               
  Tech                                                                                                                       

  g\. **Title III                                                                                                            
  (A)** Language                                                                                                             
  Instruction for                                                                                                            
  LEP Students                                                                                                               

  h\. **Title IV                                                                                                             
  (A)** Safe and                                                                                                             
  Drug-Free                                                                                                                  
  Schools/                                                                                                                   
  Communities                                                                                                                

  i\. **Title IV                                                                                                             
  (B)**                                                                                                                      
  21st-Century CLC                                                                                                           

  j\. **Title V                                                                                                              
  (A)** Innovative                                                                                                           
  Programs                                                                                                                   
  ---------------------------------------------------------------------------------------------------------------------------------------

21. **In planning the 2004**--**05 school year, to what extent did the
    following barriers affect timely and meaningful consultation with
    private school representatives?**

  ----------------------------- ----------- ----------- ------------ -----------
                                *(Mark one                           
                                on each                              
                                line)*                               

                                **Not A     **Minor     **Somewhat A **Major
                                Barrier**   Barrier**   Barrier**    Barrier**

  a\. Limited understanding of                                       
  or experience with the                                             
  equitable participation                                            
  requirements of NCLB                                               

  b\. Difficulty coordinating                                        
  internally in the district                                         

  c\. Inadequate information                                         
  about with whom to consult in                                      
  private schools                                                    

  d\. Lack of assistance from                                        
  private schools in                                                 
  identifying needs of their                                         
  students and teachers                                              

  e\. Absence of district                                            
  procedures and policies                                            
  relating to the equitable                                          
  participation requirement                                          

  f\. Other. Please specify.                                         
  ----------------------------- ----------- ----------- ------------ -----------

**22. Does your district maintain written records of consultations with
private school officials?**

  -------------------------------------------------- --------- ----------
                                                     Circle    
                                                     one on    
                                                     each line 

  a\. For Title I (A)                                YES       NO

  b\. For other NCLB programs                        YES       NO
  -------------------------------------------------- --------- ----------

**23. Does your district have a sign-off form to ensure that
consultations with private school officials have occurred and encompass
all appropriate topics?**

  -------------------------------------------------- --------- ----------
                                                     Circle    
                                                     one on    
                                                     each line 

  a\. For Title I (A)                                YES       NO

  b\. For other NCLB programs                        YES       NO
  -------------------------------------------------- --------- ----------

**24. Is each private school in your district sent a letter of "intent
to participate" in federal education programs each year?** *(Circle
one)*

YES.........................................................................................1

NO..........................................................................................2

25. **Have you received help from any of the following sources in
    implementing federal education programs for your students and
    teachers?**

  --------------------------------------------------- --------- ----------
                                                      Circle    
                                                      one on    
                                                      each line 

  a\. Technical assistance from the state             YES       NO

  b\. District-wide private school working group      YES       NO

  c\. Technical assistance from U.S. Department of    YES       NO
  Education                                                     

  d\. U.S. Department of Education publications       YES       NO

  e\. U. S. Department of Education sponsored         YES       NO
  workshops and conferences on federal education                
  programs                                                      

  f\. U.S. Department of Education Web site           YES       NO

  g\. Other. Please specify.                          YES       NO
  --------------------------------------------------- --------- ----------

![](media/image83.png){width="8.536805555555556in" height="11.0in"}

[^1]: *ESEA*, Section 9501(c)(3), Section 1120, (b)(2) and *IDEA*
    Section 612(a)(10)(A)(iii).

[^2]: The precipitous drop in participation in the 1985--86 school year
    was a consequence of the Supreme Court's decision in *Aguilar v.
    Felton* in 1985.

[^3]: Stephen P. Broughman and Nancy L. Swaim, *Characteristics of
    Private Schools in the United States: Results From the 2003-2004
    Private School Universe Survey* (NCES 2006-319). Washington, D.C.:
    U.S. Department of Education, National Center for Educational
    Statistics.

[^4]: Rubenstein, Michael G., Keith S. Gayler, and Bruce M. Haslam
    (1998). *Title I Services for Private School Students Under the
    Reauthorization of ESEA: A Snapshot of Federal Assistance in
    Transition*. Washington, D.C.: U.S. Department of Education, Office
    of the Under Secretary.

[^5]: State legal prohibitions limit services for students in
    religiously affiliated private schools in some states. *NCLB* allows
    for the option of a bypass in these states, or in states or public
    school districts that substantially fails to provide the required
    services, through the use of third-party contractors that meet the
    requirements of federal statutes.

[^6]: *ESEA,* Section 9501(c).

[^7]: *ESEA,* Section 9501(c) (3).

[^8]: For further details on these requirements, see *ESEA,* Section
    1120.

[^9]: *ESEA*, Section 5142.

[^10]: The precipitous drop in participation in the 1985--86 school year
    was a consequence of the Supreme Court's decision in *Aguilar v.
    Felton* in 1985.

[^11]: Sandra J. Altshuler and Sandra Kopels, "Advocating in Private
    Schools for Children With Disabilities: What's New With IDEA?"
    *Social Work*, July 2003, Vol. 48, Issue 3, pp. 320-329.

[^12]: While the 2004 *IDEA* legislation placed the responsibility of
    child find and the provision of services on the public school
    district where the private school is located, previous *IDEA*
    legislation generally required the public school district where the
    child resided to conduct child find and to provide services for
    parentally placed private school children. This change did not
    become effective until July 1, 2005. Because this report includes
    data from the 2004‑05 school year, referrals made by private schools
    to public school districts outside of their own public school
    district boundaries are included in this report. This report also
    includes services provided by school districts outside of the public
    school districts where the private schools are located.

[^13]: *IDEA*, Section 612(a)(10)(A).

[^14]: Rubenstein, et al., p. 1.

[^15]: Private schools were excluded from the sample if they had fewer
    than 10 students, were located in a private home, or had a major
    role supporting private home schooling.

[^16]: Question 11 of the public school district survey asked how much
    funding public school districts received for each *NCLB* program but
    did not ask explicitly about participation in a particular program.
    This means that if a district left an answer blank, it is unclear
    whether they received no funding for that program (and therefore
    were a nonparticipant) or whether they simply didn\'t know how much
    funding they received (but may actually be participating).  As a
    result, this data can't be reported only for districts that
    participated. Private schools were not asked about the number of
    eligible students for federal programs, because they would not
    necessarily know about a student's eligibility.

[^17]: A similar pattern holds across programs. The percent of private
    schools in districts that provide services under the following
    programs is as follows: State Grants for Innovative Programs (65
    percent), Improving Teacher Quality State Grants (68 percent), Title
    I, Part A (62 percent), Safe and Drug Free Schools and Communities
    (60 percent), Educational Technology State Grants (51 percent) (See
    Exhibit A-11).

[^18]: For private schools with students receiving *IDEA* benefits, 67
    percent reported participating in consultations.

[^19]: Analysis limited to the five *ESEA* programs with the highest
    percentage of private school participants.

[^20]: Specifically, Improving Teacher Quality Grants and Safe and
    Drug-Free Schools & Communities, controlling for public school
    district size, poverty, and location.

[^21]: The *ESEA* programs include specifically, Title I, Part A,
    Improving Teacher Quality State Grants, Educational Technology State
    Grants, Safe and Drug-Free Schools & Communities, and State Grants
    for Innovative Programs, controlling for urban setting and religious
    affiliation.

[^22]: *ESEA*, Section 1120(c)(1).

[^23]: In order to protect the identity of low-income families, the
    Department has issued guidance that public school districts should
    not require private schools to give them the names of low-income
    families.

[^24]: School type was defined based on the convention of the most
    recent NCES Private School Universe Report. That is, an elementary
    school may contain any grade K-6 but no grade higher than grade 8. A
    secondary school was any school that housed any grade 7-12 and no
    grade lower than 7. A combined school was one that contained any
    grade K-6 and any grade 9-12.

[^25]: An LEA is a Local Educational Agency (e.g., local public school
    district)

[^26]: Questions asked in this survey regarding private school students
    should not include home schooled students.

[^27]: An LEA is Local Educational Agency (e.g., local public school
    district)