25th Annual Report to Congress on the Implementation of the Individuals
with Disabilities Education Act

Individuals with Disabilities Education Act: to ensure the free
appropriate public education of all children with disabilities

Vol. I

2003

Office of Special Education and Rehabilitative Services

U.S. Department of Education

25th Annual Report to Congress on the Implementation of the Individuals
with Disabilities Education Act, Vol. 1

2003

to ensure the free appropriate public education of all children with
disabilities.

Prepared by Westat for the

Office of Special Education and Rehabilitative Services

U.S. Department of Education

This report was produced under U.S. Department of Education Contract No.
ED01CO0082/0008 with Westat. Judith Holt served as the contracting
officer's representative.

U.S. Department of Education

Margaret Spellings

Secretary

Office of Special Education and Rehabilitative Services (OSERS)

John H. Hager

Acting Deputy Assistant Secretary

Office of Special Education Programs (OSEP)

Troy R. Justesen

Acting Director

April 2005

This report is in the public domain, except for images on the cover,
section dividers, and the logo of VSA arts, all of which are
copyrighted. Authorization to reproduce it in whole or in part is
granted. While permission to reprint this report is not necessary, the
citation should be U.S. Department of Education, Office of Special
Education and Rehabilitative Services, Office of Special Education
Programs, 25th Annual (2003) Report to Congress on the Implementation of
the Individuals with Disabilities Education Act, vol. 2, Washington,
D.C., 2005.

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Image on front cover

FREEDOM

© 2001 Kandyce Vessey, CO

Image provided courtesy of VSA arts www.vsaarts.org

VSA arts is an international nonprofit organization founded in 1974 by
Ambassador Jean Kennedy Smith. Headquartered in Washington, D.C., VSA
arts is creating a society where people with disabilities can learn
through, participate in, and enjoy the arts. Nearly 5 million people
with disabilities participate in VSA arts programs every year through a
network of affiliates nationwide and in over 60 countries worldwide.

25th Annual Report to Congress

Volume 1

Contents

Executive Summary

Data Sources Used in This Report

Introduction

Section I. The National Picture

Infants and Toddlers Served Under IDEA, Part C

> Trends in Numbers and Percentages of Infants and Toddlers Served
>
> The Race/Ethnicity of Children Served
>
> Age at Entry to Early Intervention Services
>
> Trends in Early Intervention Service Settings
>
> Infants and Toddlers Exiting Part C
>
> The Impact of Early Intervention Services on Infants and Toddlers
> Served

Children Ages 3 Through 21 Served Under IDEA, Part B

> Children Ages 3 Through 5 Served Under IDEA, Part B
>
> The Race/Ethnicity of Preschoolers Served
>
> Trends in Preschool Service Settings
>
> Workforce

Students Ages 6 Through 21 Served Under IDEA, Part B

> Gender
>
> Race/Ethnicity
>
> Household Income
>
> Use of Medications
>
> Social Activities and Outcomes
>
> Discipline and Social Problems at School
>
> Educational Environments
>
> Educational Outcomes for Students with Disabilities
>
> Expenditures for Special Education
>
> Trends in School Exiting and Transition
>
> Workforce

References for Section I

Section II. The State Picture

Introduction to State Tables

Alabama

Alaska

Arizona

Arkansas

California

Colorado

Connecticut

Delaware

District of Columbia

Florida

Georgia

Hawaii

Idaho

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska

Nevada

New Hampshire

New Jersey

New Mexico

New York

North Carolina

North Dakota

Ohio

Oklahoma

Oregon

Pennsylvania

Rhode Island

South Carolina

South Dakota

Tennessee

Texas

Utah

Vermont

Virginia

Washington

West Virginia

Wisconsin

Wyoming

Puerto Rico

Section III. Rank-Order Tables

Introduction to Rank-Order Tables

Table 3-1 Number, Percentage, and Difference From National Baseline of
Students Ages 14-21+ Exiting Special Education with a Diploma Based on
Number of Students Leaving School by Disability, During the 2000-2001
School Year

All Disabilities

Table 3-2 Number, Percentage, and Difference From National Baseline of
Students Ages 14-21+ Dropping Out Based on Number of Students 14-21+
Leaving School by Disability, During the 2000-2001 School Year

All Disabilities

Table 3-3 Number, Percentage, and Difference From National Baseline, and
Percent Change in the Percentage of Students, Ages 14-21+, Exiting
Special Education with a Diploma Based on Number of Students Leaving
School, During the 1996-1997 Through 2000-2001 School Years

All Disabilities

Table 3-4 Number, Percentage, and Difference From National Baseline of
Students Ages 14-21+ Dropping Out Based on Number of Students 14-21+
Leaving School by Disability, During the 1996-1997 Through 2000-2001
School Years -- All Disabilities

Table 3-5 Number, Percentage, and Difference From National Baseline of
Children Ages 3-5 Served in Different Educational Environments Under
IDEA, Part B, During the 2000-2001 School Year

> All Disabilities, Early Childhood Setting
>
> All Disabilities, Early Childhood Special Education Setting
>
> All Disabilities, Home
>
> All Disabilities, Part-Time Early Childhood Special Education Setting
>
> All Disabilities, Residential Facility
>
> All Disabilities, Separate School
>
> All Disabilities, Itinerant Services Outside Home
>
> All Disabilities, Reverse Mainstream

Table 3-6 Number, Percentage, and Difference From National Baseline of
Children Ages 6-21 Served in Different Educational Environments Under
IDEA, Part B, During the 2000-2001 School Year

> All Disabilities, Outside Regular Class \<21%
>
> All Disabilities, Outside Regular Class 21-60%
>
> All Disabilities, Outside Regular Class \>60%
>
> All Disabilities, Public/Private Separate School Facility
>
> All Disabilities, Public/Private Residential Facility
>
> All Disabilities, Homebound/Hospital Environment

Table 3-7 Number, Percentage, and Difference From National Baseline of
Children Ages 3-5 Served in Different Educational Environments Under
IDEA, Part B, During the 1998-1999 Through 2000-2001 School Years

> All Disabilities, Early Childhood Setting
>
> All Disabilities, Early Childhood Special Education Setting
>
> All Disabilities, Home
>
> All Disabilities, Part-Time Early Childhood Special Education Setting
>
> All Disabilities, Residential Facility
>
> All Disabilities, Separate School
>
> All Disabilities, Itinerant Services Outside Home
>
> All Disabilities, Reverse Mainstream

Table 3-8 Number, Percentage, and Difference From National Baseline of
Children Ages 6-21 Served in Different Educational Environments Under
IDEA, Part B, During the 1996-1997 to 2000-2001 School Years

> All Disabilities, Outside Regular Class \<21%
>
> All Disabilities, Outside Regular Class 21-60%
>
> All Disabilities, Outside Regular Class \>60%
>
> All Disabilities, Public/Private Separate School Facility
>
> All Disabilities, Public/Private Residential Facility
>
> All Disabilities, Homebound/Hospital Environment
>
> Specific Learning Disabilities, Outside Regular Class \<21%
>
> Specific Learning Disabilities, Outside Regular Class 21-60%
>
> Specific Learning Disabilities, Outside Regular Class \>60%
>
> Specific Learning Disabilities, Public/Private Separate School
> Facility
>
> Specific Learning Disabilities, Public/Private Residential Facility
>
> Specific Learning Disabilities, Homebound/Hospital Environment
>
> Speech or Language Impairments, Outside Regular Class \<21%
>
> Speech or Language Impairments, Outside Regular Class 21-60%
>
> Speech or Language Impairments, Outside Regular Class \>60%
>
> Speech or Language Impairments, Public/Private Separate School
> Facility
>
> Speech or Language Impairments, Public/Private Residential Facility
>
> Speech or Language Impairments, Homebound/Hospital Environment
>
> Mental Retardation, Outside Regular Class \<21%
>
> Mental Retardation, Outside Regular Class 21-60%
>
> Mental Retardation, Outside Regular Class \>60%
>
> Mental Retardation, Public/Private Separate School Facility
>
> Mental Retardation, Public/Private Residential Facility
>
> Mental Retardation, Homebound/Hospital Environment
>
> Emotional Disturbance, Outside Regular Class \<21%
>
> Emotional Disturbance, Outside Regular Class 21-60%
>
> Emotional Disturbance, Outside Regular Class \>60%
>
> Emotional Disturbance, Public/Private Separate School Facility
>
> Emotional Disturbance, Public/Private Residential Facility
>
> Emotional Disturbance, Homebound/Hospital Environment
>
> Low Incidence, Outside Regular Class \<21%
>
> Low Incidence, Outside Regular Class 21-60%
>
> Low Incidence, Outside Regular Class \>60%
>
> Low Incidence, Public/Private Separate School Facility
>
> Low Incidence, Public/Private Residential Facility
>
> Low Incidence, Homebound/Hospital Environment
>
> Orthopedic and Other Health Impairments, Outside Regular Class \<21%
>
> Orthopedic and Other Health Impairments, Outside Regular Class 21-60%
>
> Orthopedic and Other Health Impairments, Outside Regular Class \>60%
>
> Orthopedic and Other Health Impairments, Public/Private Separate
> School Facility
>
> Orthopedic and Other Health Impairments, Public/Private Residential
> Facility
>
> Orthopedic and Other Health Impairments, Homebound/Hospital
> Environment

Table 3-9 Number, Percentage (Based on 2001 Population Estimates), and
Difference From National Baseline of Infants and Toddlers Receiving
Early Intervention Services, December 1, 2001

Table 3-10 Number (Excluding Children at Risk), Percentage (Based on
2001 Population Estimates), and Difference From National Baseline of
Infants and Toddlers Receiving Early Intervention Services, December 1,
2001

Table 3-11 Number (Excluding Children at Risk), Percentage (Based on
2001 Population Estimates), and Difference From National Baseline of
Infants and Toddlers Receiving Early Intervention Services, December 1,
2001

> Grouped by Eligibility Criteria

Table 3-12 Number (Excluding Children at Risk), Percentage Based on
Population Estimates, and Difference From National Baseline of Infants
and Toddlers Receiving Early Intervention Services, During 1997 Through
2001

Table 3-13 Number, Percentage (Based on the Total for All Settings), and
Difference From National Baseline of Infants and Toddlers Birth Through
Age 2 Served in Different Early Intervention Settings Under Part C,
December 1, 2000

> Developmental Delay Programs
>
> Home
>
> Hospital (Inpatient)
>
> Service Provider Location
>
> Typically Developing Programs
>
> Residential Facility Programs
>
> Other Settings
>
> Settings Typical for Children without Disabilities

Table 3-14 Number, Percentage (Based on the Total for All Settings), and
Difference From National Baseline of Infants and Toddlers Birth Through
Age 2 Served in Different Early Intervention Settings Under Part C,
During 1997 Through 2000

> Programs for Developmental Delay
>
> Home
>
> Hospital (Inpatient)
>
> Service Provider Location
>
> Typically Developing Programs
>
> Residential Facility Programs
>
> Other Settings
>
> Settings Typical for Children without Disabilities

Data Notes

> For IDEA, Part B
>
> For IDEA, Part C

List of Tables in Section I

Table 1-1 Percentage of Children by Early Intervention Setting and
Race/Ethnicity: 2000

Table 1-2 Risk Ratios by Race/Ethnicity for Children Ages 3 Through 5
Served Under IDEA, Part B: 2001-02

Table 1-3 Percentage of Students with Co-occurring Disabilities: 2000-01

Table 1-4 Distribution of Parent-Reported Student ADD/ADHD by Primary
Disability Category: 2000-01

Table 1-5 Disability Distribution, by Race/Ethnicity, of Students Ages 6
Through 21 Served Under IDEA: 2001

Table 1-6 Overall Risk Ratios for Students Ages 6 Through 21, by
Race/Ethnicity for Selected Disability Categories: 2001-02

Table 1-7 Percentage of Students with Disabilities Using Medications, by
Disability Category and Age: 2000-01

Table 1-8 Suspensions and Expulsions of Students with Disabilities by
Age: 2001

Table 1-9 Percentage of Students Ages 6 Through 21 with Disabilities
Receiving Services in Different Educational Environments: December 1,
2000

Table 1-10 Percentage of Schools Reporting Teachers' Strategies Used To
Support Special Education Students' Access to the General Education
Curriculum: 1999-2000

Table 1-11 Percentage of Schools Reporting Use of Support Services by
One or More Students with Disabilities: 1999-2000

Table 1-12 Percentage of Elementary and Middle School Students with
Disabilities, by Age and Grade Level: 2001

Table 1-13 Percentage of Students with Disabilities Ages 13-17, by Age
and Grade Level: 2002

Table 1-14 Average Scores and Performance Levels of Fourth- and
Eighth-Grade Students on NAEP 2000 and 2002 Reading Assessments, by
Disability Status

Table 1-15 Percentage of Students Age 14 and Older with Disabilities Who
Graduated with a Standard Diploma: 1993-94 Through 2000-01

Table 1-16 Percentage of Students Age 14 and Older with Disabilities Who
Dropped Out of School: 1993-94 Through 2000-01

Table 1-17 Percentage of Students Age 14 and Older with Disabilities Who
Graduated with a Standard Diploma or Dropped Out, by Race/Ethnicity:
2000-01

Table 1-18 Percentage of States Reporting on Individual Schools' Dropout
Rates for Students with and without Disabilities (1999-2000 School Year)

Table 1-19 Percentage of Districts That Tracked Dropout Risk Factors for
Students with Disabilities: 1999-2000

Table 1-20 Percentage of Schools Reporting Factors Used To Select
Students for Participation in the School's Dropout Prevention
Program─Middle and High Schools: 1999-2000

Table 1-21 Percentage of High Schools That Offered Various Services To
Help Students with Disabilities Transition From School to Adult Life:
1999-2000

Table 1-22 Characteristics of Service Providers for Students with
Disabilities

List of Figures in Section I

Figure 1-1 Number of Infants and Toddlers Served Under Part C of IDEA:
1998 Through 2001

Figure 1-2 Change in the Percentage of the Birth-Through-2-Year-Old
Population Served Under Part C: 1998 Through 2001

Figure 1-3 Racial/Ethnic Composition of Children Served Under IDEA in
2001 and the National Birth-Through-2 Population

Figure 1-4 Average Age of Entry Into Early Intervention by
Disability-Related Condition: 1997-98

Figure 1-5 Percentage of Infants and Toddlers with Disabilities Served
in Various Settings: 1996 and 2000

Figure 1-6 Percentage of Children Transitioning From Part C at Age 3, by
Exiting Category: 2000

Figure 1-7 Percentage of Children Transitioning From Part C at Age 3, by
Exiting Category and Race/Ethnicity: 2000-01

Figure 1-8 How Well Child Makes Needs Known at Entry and at 36 Months:
1997-98

Figure 1-9 Change in Others' Understanding of Child's Speech Between
Time of Entry and at 36 Months: 1997-98

Figure 1-10 Number of Preschoolers Served Under IDEA, Part B: 1991
Through 2001

Figure 1-11 Racial/Ethnic Composition of Children Ages 3 Through 5
Served Under IDEA and the National Preschool Population, Part B: 2001-02

Figure 1-12 Percentage of Preschoolers with Disabilities Served in
Various Settings: 2000-01

Figure 1-13 Preschool Service Setting by Racial/Ethnic Group: 2000-01

Figure 1-14 How Preschool Special Education Teachers Spend Their Time:
2000

Figure 1-15 How Long Preschool Special Education Teachers Intend To Stay
in the Field, as Compared to All Special Education Teachers: 2000

Figure 1-16 Number and Percentage of Students Ages 6 Through 21, Served
Under IDEA, by Age Group, During the 2001-02 School Year

Figure 1-17 Total Number of Students Ages 6 Through 21 Served Under
IDEA, by Age Group: 1992-93 to 2001-02

Figure 1-18 Number of Students with Specific Learning Disabilities
Served Under IDEA, by Age Group: 1992-93 to 2001-02

Figure 1-19 Number of Students with Autism Served Under IDEA, by Age
Group: 1992-93 to 2001-02

Figure 1-20 Disability Category by Gender for Students Ages 6 Through
12: 2000-01

Figure 1-21 Disability Category by Gender for Students Ages 13 Through
17: 2000

Figure 1-22 Racial/Ethnic Composition of Students Ages 6 Through 21
Served Under IDEA, Part B: 2001

Figure 1-23 Families of Students Ages 6 Through 12, by Household Income
Level and by Disability Status: 2000-01

Figure 1-24 Families of Students Ages 13 Through 17, by Household Income
Level and by Disability Status: 2001

Figure 1-25 Medication Use of Children with Disabilities, by Age Group
and Type of Medicine: 2000-01

Figure 1-26 Percentage of Students with Disabilities Ages 6 Through 17
Taking Stimulant Medication and Classified as ADD/ADHD, by Gender:
2000-01

Figure 1-27 How Often Children with Disabilities Ages 6 Through 12
Either Visit with or Receive Telephone Calls From Friends: 2000-01

Figure 1-28 How Often Children with Disabilities Ages 6 Through 12
Received Calls From Friends, by Disability Category: 2000-01

Figure 1-29 Participation in Extracurricular Activities, by Disability
Status and Activity: 2000-01

Figure 1-30 Activities Reported by Parents as Most Common for Students
with Disabilities Ages 13 Through 17: 2001

Figure 1-31 Elementary and Middle School-Age Students with Disabilities
Ages 6 Through 12, Suspended/Expelled From School, by Race/Ethnicity:
2000-01

Figure 1-32 Youth with Disabilities Ages 13 Through 17 Ever Suspended or
Expelled From School, by Race/Ethnicity: 2001

Figure 1-33 Percentage of Student with Disabilities Who Have Been
Physically Attacked or Involved in Fights at School, by Age: 2000-01

Figure 1-34 Educational Environments of Students Ages 6 Through 21 with
Disabilities: 2000

Figure 1-35 Percentage of Students Ages 6 Through 12 Included in the
Regular Classroom 100 Percent of the Time, by Disability Category: 2001

Figure 1-36 Percentage of Students with Disabilities Ages 13 Through 17
Included in the Regular Classroom 100 Percent of the Time, by
Disability: 2002

Figure 1-37 Percentage of Students with Disabilities Ages 6 Through 21
Educated Outside the Regular Classroom Less Than 21 Percent of the
School Day and in Separate Environments: 2000

Figure 1-38 Percentage of Students with Disabilities Educated in Various
Environments, by Age Group: 2000

Figure 1-39 Percentage of Students with Disabilities Ages 6 Through 21
Being Educated in Different Educational Environments, by Race/Ethnicity:
2000-01

Figure 1-40 Educational Environments for Students with Disabilities From
1990 to 2000

Figure 1-41 Parents' Reports of Students Ever Being Retained in Grade by
Household Income and Race/Ethnicity: 2000-01

Figure 1-42 Performance of Students with Disabilities Ages 6 to 12 on
Standardized Assessments of Letter-Word Identification Skills
(Percentage in Each Percentile Rank Range), by Gender, Age Income, and
Race/Ethnicity: 2001

Figure 1-43 Letter-Word Identification (Percentage in Each Percentile
Rank Range), by Disability Category for Elementary and Middle School
Students with Disabilities, Ages 6 Through 12: 2001

Figure 1-44 Passage Comprehension (Percentage in Each Percentile Rank
Range), by Disability Category for Elementary and Middle School Students
with Disabilities, Ages 6 Through 12: 2001

Figure 1-45 Calculation (Percentage in Each Percentile Rank Range), by
Disability Category for Elementary and Middle School Students with
Disabilities, Ages 6 Through 12: 2001

Figure 1-46 Applied Problems (Percentage in Each Percentile Rank Range),
by Disability Category for Elementary and Middle School Students with
Disabilities, Ages 6 Through 12: 2001

Figure 1-47 Calculation of Additional Expenditures for a Student with a
Disability: 1999-2000

Figure 1-48 Allocation of Special Education Expenditures: 1999-2000

Figure 1-49 Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Size of District
Enrollment: 1999-2000

Figure 1-50 Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Degree of Urbanicity:
1999-2000

Figure 1-51 Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Median Family Income:
1999-2000

Figure 1-52 Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Student Poverty
Level: 1999-2000

Figure 1-53 Changes in Expenditure Per Pupil on Special Transportation
Services from 1985-86 to 1999-2000 (Expressed in Constant 1999-2000
Dollars)

Figure 1-54 Employment of Students Ages 15 Through 17 with Disabilities
in 1987 and 2001

Figure 1-55 Number of Different Disabilities on Special Educators'
Caseloads: 2000

Executive Summary

The 25th Annual Report to Congress has been designed to showcase the
data collected from states and the national studies that make up the
Office of Special Education Programs'(OSEP) National Assessment of the
Implementation of the Individuals with Disabilities Education Act. To
this end, OSEP proposed questions about the characteristics of children
and students receiving services under Parts B and C, the settings in
which they receive services, their transition from Part C to Part B and
from school to adult life, and their disabilities. Answers to the
questions are shown through graphs, charts, and tables complemented by
short explanatory text. The report is divided into three sections: a
national picture of children and students with disabilities served under
Parts C and B; individual profiles of states that summarize selected
aspects of special education in each state; and data tables that show
states' ranking regarding exiting and educational environments for Part
B and early childhood intervention and settings for Part C. Some key
findings from the report are presented below.

Infants and Toddlers Served Under IDEA, Part C

-   Both the number and the percentage of infants and toddlers served
    under Part C have increased steadily from 1998 to 2001. In all
    years, 2-year-olds were the largest proportion (53 percent) of
    children served under Part C (page 4).

-   The racial/ethnic composition of these children is quite similar to
    that of the general infant and toddler population---the majority are
    white, followed by Hispanic, and then black children (page 7).

-   Most infants and toddlers served under Part C in 2000 received
    services at home; the percentage of this population served in
    programs for children with developmental delay or other disabilities
    decreased substantially between 1996-2000 (page 10).

-   The majority of Part C infants and toddlers (62.6 percent) are
    eligible to transition to Part B services when they turn age 3 (page
    12).

Children Ages 3 Through 5 Served Under IDEA, Part B

-   Since 1991, the number of children ages 3 through 5 who receive
    services under Part B of IDEA has increased steadily (page 18). As
    of December 1, 2001, 5.2 percent of the total population of 3-
    through 5‑year-olds living in the 50 states and the District of
    Columbia were estimated to be receiving services (page 18).

-   The majority of children ages 3 through 5 receiving special
    education services are white; white children also make up the
    majority of the general preschool population (page 23).

-   In 2000, 51 percent of preschoolers received special education
    services in either early childhood settings or part-time early
    childhood/part-time early childhood special education settings (page
    25).

-   Special education teachers serving children ages 3 through 5 with
    disabilities are primarily white and female. Six and a half percent
    of these preschool special teachers also report having a disability
    themselves (page 29).

Students Ages 6 Through 21 Served Under IDEA, Part B

-   On December 1, 2001, 8.9 percent of 6- through 21-year-olds were
    receiving special education services under IDEA. The number of
    students with disabilities receiving services has increased slowly
    since 1992 (page 32).

-   In contrast, the number of students receiving services for autism
    has increased markedly, from a little less than 10,000 in 1992 to
    approximately 65,000 in 2001 (page 36).

-   According to findings from two of OSEP's National Assessment
    studies, the Special Education Elementary Longitudinal Study (SEELS)
    and National Longitudinal Transition Study-2 (NLTS2), students with
    disabilities are more likely to be poor than students in the general
    population (pages 46 and 47).

-   Parent reports as shown in SEELS and NLTS2 data indicate that more
    black students with disabilities are suspended or expelled from
    school than are white or Hispanic students. Overall, parents report
    that about one third of students ages 13 through 17 with
    disabilities have been suspended or expelled (pages 57 and 58).

-   Most students with disabilities (around 96 percent) are being
    educated in regular school buildings, and almost half are in regular
    classrooms for most the day (page 61). However, 26 percent of
    students ages 6 through 12 with disabilities and 36 percent of
    students ages 13 through 17 with disabilities have been retained in
    grade at least once (page 77). Even so, the proportion of high
    school students being educated at the typical grade level for their
    age has increased from 32 percent in 1987 to 53 percent in 2001
    (page 80).

-   In 2000-01, 47.6 percent of students ages 14 and older with
    disabilities exited school with a regular high school diploma. A
    total of 41.1 percent of students ages 14 and older with
    disabilities dropped out (pages 69 and 70).

State Profiles

State profiles include number of school districts, public school
enrollment, per-pupil expenditures, and percentage of children living
below the poverty level. For Part B, the profiles include number of
children served under IDEA, percentage exiting with a diploma,
percentage dropping out, number of special education teachers, and
percentage of fully certified teachers. Race/ethnicity and education
environments data are provided in charts.

For Part C, the profiles list the lead agency for early intervention
services, number of infants and toddlers receiving early intervention
services, percentage of infants and toddlers served in the home, and
percentage of infants and toddlers served in programs for typically
developing children. Race/ethnicity and reasons for exiting early
intervention are provided in charts.

Data Sources Used In This Report

The text and graphics contained in the 25th Annual Report to Congress
were developed primarily from data from the Office of Special Education
Programs (OSEP) Data Analysis System (DANS). DANS is a repository for
all the data mandated by the Individuals with Disabilities Education Act
(IDEA) to be collected from states annually. These data include the
number of infants and toddlers being served under Part C of IDEA and the
settings in which they receive program services, as well as their
transition out of Part C. The states also report early intervention
services provided to this population and the personnel who are providing
services. For Part B, states report the number of children and students
who are being served, the educational environments in which they receive
education, disciplinary actions that affect them, personnel providing
educational services, and their exiting from the program.

Most of the DANS data used in vol. 1 are included in the tables in vol.
2. Tables and graphics that use DANS data in the vol. 2 tables include a
footnote referencing the specific appendix table. Other data in vol. 1
were generated directly from the DANS data repository. These tables and
graphics reference DANS, but do not include a specific appendix table
reference.

In addition to using data from DANS, this report presents information
from OSEP's National Assessment of the Implementation of IDEA, the
National Center for Education Statistics (NCES) Common Core of Data
(CCD), the National Household Education Surveys Program (NHES), and the
U.S. Census Bureau, Population Estimates Program.

Many of the studies that make up OSEP's National Assessment of the
Implementation of IDEA provided data for the report. These studies
include:

-   National Early Intervention Longitudinal Study (NEILS);

-   Pre-Elementary Education Longitudinal Study (PEELS);

-   Special Education Elementary Longitudinal Study (SEELS);

-   National Longitudinal Transition Study-2 (NLTS2);

-   Special Education Expenditure Project (SEEP);

-   Study of State and Local Implementation and Impact of the
    Individuals with Disabilities Education Act (SLIIDEA); and

-   Study of Personnel Needs in Special Education (SPeNSE).

Each of these studies is summarized below. More detailed information
about these studies and other data reports can be obtained from the Web
sites provided with each summary. The URLs provided for the studies are
for general information only. The data in this report from these studies
represent analyses from databases not accessible to the general public.

OSEP's National Assessment of the Implementation of IDEA

NEILS

The National Early Intervention Longitudinal Study is being conducted
for OSEP by SRI International, the Frank Porter Graham Child Development
Institute at the University of North Carolina at Chapel Hill, Research
Triangle Institute, and American Institutes for Research.

NEILS is answering the following questions:

-   Who are the children and families receiving early intervention
    services?

-   What early intervention services do participating children and
    families receive, and how are services delivered?

-   What are the costs of services?

-   What outcomes do participating children and families experience?

-   How do outcomes relate to variations in child and family
    characteristics and services provided?

NEILS includes a nationally representative sample of 3,338 children
between birth and 31 months of age and their families who began early
intervention services for the first time between September 1997 and
November 1998. The sample families were recruited in three to seven
counties in each of 20 states. Data in this report come from the NEILS
Initial Program Data and the NEILS Parent Survey. The NEILS Web site is:
www.sri.com/neils/.

PEELS

The Pre-Elementary Education Longitudinal Study is being conducted for
OSEP by Westat. Researchers will follow over 3,000 children with
disabilities as they progress through preschool and into their early
elementary years. The children are 3 through 5 years old at the start of
the study. The initial phase of this study examines children's preschool
experiences and outcomes, their transition to kindergarten, and their
early elementary school experiences and outcomes. Five research
questions focus the study:

-   What are the characteristics of children receiving preschool special
    education?

-   What preschool programs and services do they receive?

-   What are their transitions like between early intervention (programs
    for children from birth to 3 years old) and preschool, and between
    preschool and elementary school?

-   What results do children achieve in preschool, kindergarten, and
    early elementary school?

-   What factors help to produce better results?

To answer these questions, researchers conduct telephone interviews with
parents of preschoolers with disabilities, one-on-one assessments of
children participating in this study, and mail surveys to the children's
teachers and other service providers, school principals, district
administrators, and state education agency administrators. Data
collection will begin in fall 2003 and will be repeated in fall-winter
2004-5 and fall-winter 2005-6. The PEELS Web site is: www.PEELS.org/.
Data from PEELS will be included in future reports.

SEELS

The Special Education Elementary Longitudinal Study is a study of
school-age students receiving special education services and is being
conducted for OSEP by SRI International and Westat. From 2000 to 2006,
SEELS will document the school experiences of a national sample of
students as they move from elementary to middle school and from middle
to high school. SEELS is designed to assess changes over time in
students' educational, social, vocational, and personal development.

SEELS involves a large, nationally representative sample of students in
special education who were ages 6 through 12 in 1999. Students were
selected randomly from rosters of students in special education provided
by local education agencies and state-operated, special schools for the
deaf and blind that agreed to participate in the study. Statistical
summaries generated from SEELS will generalize to special education
students nationally as a group, to each of the 13 federal special
education disability categories, and to each single-year age cohort.
Data in this report are from the SEELS Parent Survey. The SEELS Web site
is: www.seels.net/.

NLTS2

The National Longitudinal Transition Study-2 is a follow-up of the
original NLTS. The study is being conducted for OSEP by SRI
International with assistance from Westat and RTI International. NLTS2
includes 11,276 youth nationwide who were ages 13 through 16 in 2001 and
in at least 7th grade at the start of the study. The study is collecting
information over a 9-year period from parents, youth, and schools and
will provide a national picture of the experiences and achievements of
young people as they transition into early adulthood. The study will:

-   Describe the characteristics of secondary school students in special
    education and their households;

-   Describe the secondary school experiences of students in special
    education, including their schools, school programs, related
    services, and extracurricular activities;

-   Describe the experiences of students once they leave secondary
    school, including adult programs and services, social activities,
    etc.;

-   Measure the secondary school and postschool outcomes of students in
    the education, employment, social, and residential domains; and

-   Identify factors in students' secondary school and postschool
    experiences that contribute to positive outcomes.

Data in this report are from the NLTS2 Parent Survey and the NLTS2
School Survey. The NLTS2 Web site is: www.nlts2.org/.

SEEP

The Special Education Expenditure Project, being conducted for OSEP by
the American Institutes for Research in Palo Alto, California, examines
resource allocation to special education programs. The study
investigates the ways in which special education funds are used to
enable special education students to meet the expectations of their
individualized education program.

The study examines how resources are allocated among various special
education programs and how the use of resources varies across schools
and districts. The study also investigates total expenditure on special
education, average per pupil expenditures for special education programs
and services, patterns of resource allocation, and patterns of services
to different categories of students.

The study is designed to provide in-depth information about and analysis
of:

-   The detailed costs associated with the provision of special
    education services;

-   The extent to which expenditures vary according to the type of
    student, placement, school, district, or state with which they are
    associated;

-   Changes in the rates and patterns of identification of students with
    disabilities and how these vary by the type of school, district, or
    state with which the student is associated; and

-   How movements toward addressing the needs of special education
    students in the least restrictive setting, toward the blending of
    funds from different revenue sources, and toward increasing services
    to preschool students have affected patterns of resource allocation.

Data in this report are from the SEEP District and School Surveys. The
SEEP Web site is: csef.air.org.

SLIIDEA

The State and Local Implementation and Impact of the Individuals with
Disabilities Education Act (SLIIDEA) is a national assessment conducted
for OSEP by Abt Associates. SLIIDEA collects data from all 50 states, as
well as a nationally representative sample of districts and schools that
serve children with disabilities, through a combination of surveys,
interviews, classroom observations, and document review. The study is
designed to measure change over time by collecting data at several
points over a 5-year period, beginning in 2000. This longitudinal study
is answering the following research questions:

-   How is IDEA being implemented?

-   What is the status of a number of issues identified in IDEA?

-   What contextual factors influence the implementation of the
    legislation?

-   What is the relationship between implementation and results?

-   What are the intended and unintended outcomes of the legislation?

-   What are the critical and emerging issues in states, districts, and
    schools?

Data from SLIIDEA used in this report are from the SLIIDEA State,
District, and School Surveys. The SLIIDEA Web site is:
http://www.abt.sliidea.org/.

SpeNSE

The Study of Personnel Needs in Special Education (SPeNSE) is a national
assessment conducted for OSEP by Westat. It was designed to address
concerns about nationwide shortages in the number of personnel serving
students with disabilities and the need for improvement in the
qualifications of those employed. Part of the National Assessment of
IDEA mandated by Congress, SPeNSE examined (a) the extent to which
personnel are adequately prepared to serve students with disabilities,
(b) variation in personnel preparation, and (c) factors that explain
that variation.

SPeNSE included personnel from a nationally representative sample of
districts, intermediate education agencies, and state schools for
students with vision and hearing impairments. Over 8,000 local
administrators, preschool teachers, general and special education
teachers, speech-language pathologists, and paraprofessionals
participated in telephone interviews during the 1999-2000 school year.

SPeNSE provides information on the quality of the workforce nationally,
within each geographic region, and within and across personnel
categories. The SPeNSE Web site is: http://ferdig.coe.ufl.edu/spense/.
Data in this report are from the SPeNSE Service Provider Survey.

NCES

The National Center for Education Statistics is the primary Federal
entity for collecting and analyzing data that are related to education
in the United States and other nations. NCES is located within the U.S.
Department of Education's Institute of Education Sciences.

NCES fulfills a congressional mandate to collect, collate, analyze, and
report complete statistics on the condition of American education;
conduct and publish reports; and review and report on education
activities internationally. NCES statistics and publications are used by
Congress, other Federal agencies, state education agencies, educational
organizations, the news media, researchers, and the public.

NHES

The National Household Education Surveys Program is a data collection
system of NCES that is designed to address a wide range of
education-related issues. It provides descriptive data on the
educational activities of the U.S. population and offers policymakers,
researchers, and educators a variety of statistics on the condition of
education in the United States.

NHES surveys have been conducted in spring of 1991, 1993, 1995, 1996,
1999, 2001, and 2003. The NHES Web site is: http://nces.ed.gov/nhes/.

CCD

The Common Core of Data is the Department of Education's primary
database on public elementary and secondary education in the United
States. CCD is a comprehensive, annual, national statistical database of
all public elementary and secondary schools and school districts that
contains data that are designed to be comparable across all states.

CCD comprises five surveys sent to state education departments. Most of
the data are obtained from administrative records maintained by the
state education agencies. Statistical information is collected annually
from public elementary and secondary schools, public school districts,
and the 50 states, the District of Columbia, Puerto Rico, Department of
Defense schools, and the outlying areas. This report uses information
from the CCD for 1999-2000, 2000-01, and 2001-02, as noted in the text.

U.S. Census Bureau

Each year, the Population Estimates Program of the U.S. Census Bureau
publishes estimates of the resident population for each state and
county. Members of the Armed Forces on active duty stationed outside the
United States, military dependents living abroad, and other United
States citizens living abroad are not included in these estimates. These
population estimates are produced by age, sex, race, and Hispanic
origin. The state population estimates are solely the sum of the county
population estimates. The reference date for county estimates is July 1.

Estimates are used in federal funding allocations, as denominators for
vital rates and per capita time series, as survey controls, and in
monitoring recent demographic changes. With each new issue of July 1
estimates, the estimates for years are revised back to the last census.
Previously published estimates are superseded and archived. See the
Census Bureau's document Estimates and Projections Area Documentation
State and County Total Population Estimates for more information about
how population estimates are produced.

The Census files used in this report include the following:

-   U.S. Bureau of the Census. Population data for 2000 and 2001
    retrieved October 2003 from
    www.census.gov/popest/data/states/files/STCH-6R.CSV. This file is
    now archived as
    census.gov/popest/archives/2000s/vintage_2002/ST-EST2002/STCH-6R.txt.

-   U.S. Bureau of the Census. Population data for 1999 retrieved
    October 2000 from
    www.census.gov/popest/archives/1990s/stas/st-99-10.txt/.

-   U.S. Bureau of the Census. Population data for 1998 retrieved
    October 1999. This file is no longer available on the Web site.

Introduction

During the two decades that the annual reports to Congress have been
published, these documents have undergone several minor stylistic
changes and one major substantive redesign and refocus. In 1997, OSEP
adopted a policy-oriented approach to the annual report to Congress. The
results of this shift were first seen in the 1998 annual report, which
used a four-section modular format. The 2002 Annual Report to Congress
was the fifth volume to include four sections---Context/Environment,
Student Characteristics, Programs and Services, and Results---plus a
separate appendix of data tables.

The 5-year period since the introduction of the modular format has
provided sufficient time for OSEP to evaluate the current approach and
to suggest a redesign of the report. The implementation of the No Child
Left Behind Act (NCLB) in 2001 amplified the importance of the annual
report to Congress. IDEA focuses on accountability and results. As the
President's Commission on Excellence in Special Education pointed out,
this emphasis means that Congress and the public must know that IDEA is
implemented effectively and that federal funds are well spent.

This annual report focuses on three goals. First, the report is
congruent with NCLB. This means that the annual report focuses on
results and accountability throughout the text. The second goal is to
make the report more useful to Congress, parents, each state, and other
stakeholders. This report concentrates on a more readable and
user-friendly style. It focuses on key state performance data in
accordance with the recommendations of the President's Commission.
OSEP's third goal is to make the report more visually appealing.

The 25th Annual Report to Congress has two volumes. The first volume
focuses on the children and students being served under IDEA and
provides profiles of individual states' special education environment.
In the national picture reported in the first section, the
child/student-focused material is presented in a question-and-answer
format. It contains three subsections: infants and toddlers served under
IDEA, Part C; children ages 3-21 served under IDEA, Part B; and students
ages 6-21 served under IDEA. All information available about each group
of children and students is presented in one section. Each subsection
focuses on available results. All available data relevant to OSEP's
Government Performance and Results Act (GPRA) indicators are included in
this section. To the extent possible, the data are presented through
graphics, short tables, and bulleted text.

The second section of vol. 1 contains state-level performance data.
These state profiles, which provide all of the key information about a
state on one or two pages, will be valuable to Congress and other
stakeholders who are interested in individual state performance. The
state profiles are a new feature of the annual report.

The third section of vol. 1 contains the rank-order tables OSEP uses as
part of its continuous improvement and focused monitoring program. These
tables are also a new feature of the annual report.

Vol. 2 contains all of the state-reported data tables from DANS. OSEP's
goal in separating the text of the report from the extensive tables is
to make the report usable to all readers. In addition, the tables are
provided on a CD-ROM that accompanies the report. The tables are also
posted on www.IDEAdata.org/.

The artwork for the covers of the report and its divider pages was
graciously provided by VSA (Vision, Strength, Artistic expression) arts.
\[Founded in 1974 by Jean Kennedy Smith as an affiliate of The John F.
Kennedy Center for the Performing Arts, VSA arts is an international
organization that creates learning opportunities through the arts for
people with disabilities. The organization offers arts-based programs in
creative writing, dance, drama, music and the visual arts implemented
primarily through its vast affiliate network in 39 states and the
District of Columbia, collaborators in 10 states, and 70 international
affiliates in 67 countries. VSA arts programs now serve 4.3 million
Americans and 1.3 million people in other parts of the world.\]

Section I.

The National Picture

Infants and Toddlers Served Under IDEA, Part C

The Education of the Handicapped Act Amendments of 1986 established the
Early Intervention Program for Infants and Toddlers with Disabilities
under Part H (now Part C) of the Individuals with Disabilities Education
Act (IDEA). The program assists states in developing and implementing a
statewide, comprehensive, coordinated, multidisciplinary, interagency
system to make early intervention services available to all children
with disabilities from birth through age 2.

This program is based on the premise that early intervention in the
lives of children with disabilities and their families provides greater
opportunities for improving developmental outcomes.

Trends in Numbers and Percentages of Infants and Toddlers Served

How many infants and toddlers receive early intervention services?

Figure 1-1. Number of Infants and Toddlers Served Under Part C of IDEA:
1998 Through 2001

  ----------------------------------- -----------------------------------
  Year                                Number of Infants and Toddlers
                                      Served

  \<1 year old                        

  1998                                31,572

  1999                                35,793

  2000                                36,570

  2001                                37,378

  1 year old                          

  1998                                61,235

  1999                                67,028

  2000                                74,260

  2001                                78,396

  2 years old                         

  1998                                96,655

  1999                                103,290

  2000                                121,985

  2001                                131,659

  Birth through 2                     

  1998                                189,462

  1999                                206,111

  2000                                232,815

  2001                                247,433
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH1 in vol. 2 of this
report. Data are for the 50 states, D.C., Puerto Rico, and the outlying
areas.

On December 1, 2001, IDEA, Part C was serving 247,433 infants and
toddlers.

The number of children served under IDEA, Part C increased 31 percent
between 1998 and 2001─from 189,462 to 247,433.

The largest single-year increase in the number of infants and toddlers
served was 13 percent. The number of children served increased from
206,111 in 1999 to 232,815 in 2000. \[Data for 2000 were revised since
the 24th Annual Report. Twelve states or outlying areas revised their
child count for 2000.\]

In all years, 2-year-olds were the largest proportion (53 percent in
2001) of children served under Part C. Infants less than 1 year old
comprised 15 percent of all infants and toddlers served in 2001.

From 1998 to 2001, the growth in the number of infants and toddlers
served was slowest for the infants less than 1 year old (18 percent).
The growth in the number of infants and toddlers who were 1 and 2 years
old was 28 percent and 36 percent, respectively.

What percentage of the birth-through-2-year-old population is served by
Part C?

Figure 1-2. Change in the Percentage of the Birth-Through-2-Year-Old
Population Served Under Part C: 1998 Through 2001 \[Percentage of
population is calculated by dividing the count of children served by the
total general population estimates for children in this age range for
that year.\]

  --------------------------------------------- -------------------------
  Year                                          Percentage of Population
                                                Birth Through 2 Served
                                                Under Part C \[Data from
                                                50 states and the
                                                District of Columbia.\]

  1998                                          

  Percentage of the population served under     1.6
  Part C                                        

  1999                                          

  Percentage of the population served under     1.8
  Part C                                        

  2000                                          

  Percentage of the population served under     2.0
  Part C                                        

  2001                                          

  Percentage of the population served under     2.1
  Part C                                        
  --------------------------------------------- -------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH7 in vol. 2 of this
report. Population data for 1998 through 1999 are July estimates as of
the date of the first release. These estimates are based on the 1990
decennial Census. For 2000 and 2001, population data are July 1
estimates, released October 2003. These data are based on the 2000
decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

The percentage of infants and toddlers served under Part C increased
from 1.6 percent in 1998 to 2.1 percent in 2001.

The Race/Ethnicity of Children Served \[The race/ethnicity categories
presented here are those used by the Office of Special Education
Programs to collect the IDEA, Section 618 data. Other racial/ethnic
categories or combinations of racial/ethnic categories are used in other
data included in this report.\]

What is the race/ethnicity of the infants and toddlers receiving early
intervention services?

Figure 1-3. Racial/Ethnic Composition of Children Served Under IDEA in
2001 and the National Birth-Through-2 Population \[Data are for the 50
states and the District of Columbia.\]

+--------------------------------------------------------+-------------+
| Race/Ethnicity                                         | Percent     |
+--------------------------------------------------------+-------------+
| American Indian/Alaska Native                          |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 1.0         |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 0.9         |
+--------------------------------------------------------+-------------+
| Asian/Pacific Islander                                 |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 4.0         |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 4.1         |
+--------------------------------------------------------+-------------+
| Black (not Hispanic)                                   |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 15.2        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 14.9        |
+--------------------------------------------------------+-------------+
| Hispanic                                               |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 17.3        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 20.2        |
+--------------------------------------------------------+-------------+
| White (not Hispanic)                                   |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 62.6        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 59.8        |
+--------------------------------------------------------+-------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH7 in vol. 2. The
population data are July 1 estimates for 2001 released in October 2003.
The Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, U.S. Census Bureau,
Population Division.

The racial/ethnic composition of infants and toddlers receiving early
intervention services is similar to the racial/ethnic composition of the
general population of infants and toddlers.

Most infants and toddlers receiving early intervention services are
white.

Hispanic children are the next largest racial/ethnic group who are
served under Part C, followed by black children.

Age at Entry to Early Intervention Services

Does the age of entry into early intervention services differ by
disability?

Figure 1-4. Average Age of Entry Into Early Intervention by
Disability-Related Condition: 1997-98

+-----------------------------------------------+----------------------+
| Age in Months                                 | Percent              |
|                                               |                      |
| (3-Month Increments)                          |                      |
+-----------------------------------------------+----------------------+
| Developmental delay                           |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 1.8                  |
+-----------------------------------------------+----------------------+
| 6                                             | 4.94                 |
+-----------------------------------------------+----------------------+
| 9                                             | 6.61                 |
+-----------------------------------------------+----------------------+
| 12                                            | 6.67                 |
+-----------------------------------------------+----------------------+
| 15                                            | 6.39                 |
+-----------------------------------------------+----------------------+
| 18                                            | 5.9                  |
+-----------------------------------------------+----------------------+
| 21                                            | 8.73                 |
+-----------------------------------------------+----------------------+
| 24                                            | 11.61                |
+-----------------------------------------------+----------------------+
| 27                                            | 15.95                |
+-----------------------------------------------+----------------------+
| 30                                            | 14.85                |
+-----------------------------------------------+----------------------+
| 33                                            | 10.94                |
+-----------------------------------------------+----------------------+
| 36                                            | 5.62                 |
+-----------------------------------------------+----------------------+
| Diagnosed condition                           |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 24.6                 |
+-----------------------------------------------+----------------------+
| 6                                             | 19.56                |
+-----------------------------------------------+----------------------+
| 9                                             | 12.74                |
+-----------------------------------------------+----------------------+
| 12                                            | 8.1                  |
+-----------------------------------------------+----------------------+
| 15                                            | 6.91                 |
+-----------------------------------------------+----------------------+
| 18                                            | 6.31                 |
+-----------------------------------------------+----------------------+
| 21                                            | 4.79                 |
+-----------------------------------------------+----------------------+
| 24                                            | 3.85                 |
+-----------------------------------------------+----------------------+
| 27                                            | 3.72                 |
+-----------------------------------------------+----------------------+
| 30                                            | 4.12                 |
+-----------------------------------------------+----------------------+
| 33                                            | 3.58                 |
+-----------------------------------------------+----------------------+
| 36                                            | 1.74                 |
+-----------------------------------------------+----------------------+
| At risk                                       |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 21.67                |
+-----------------------------------------------+----------------------+
| 6                                             | 28.99                |
+-----------------------------------------------+----------------------+
| 9                                             | 17.16                |
+-----------------------------------------------+----------------------+
| 12                                            | 9.43                 |
+-----------------------------------------------+----------------------+
| 15                                            | 5.86                 |
+-----------------------------------------------+----------------------+
| 18                                            | 5.53                 |
+-----------------------------------------------+----------------------+
| 21                                            | 2.03                 |
+-----------------------------------------------+----------------------+
| 24                                            | 3.39                 |
+-----------------------------------------------+----------------------+
| 27                                            | 2                    |
+-----------------------------------------------+----------------------+
| 30                                            | 2.06                 |
+-----------------------------------------------+----------------------+
| 33                                            | 1.77                 |
+-----------------------------------------------+----------------------+
| 36                                            | 0.12                 |
+-----------------------------------------------+----------------------+

Source: NEILS Initial Program Data.

It appears that younger infants and toddlers are more likely to have
either a diagnosed condition or are at risk compared to older infants
and toddlers, who are more likely to have a developmental delay.
Three-month-olds are the most likely to have a diagnosed condition,
while 6-month-olds are most likely to be at risk.

The majority of infants and toddlers who enter with a developmental
delay are 27 months old or greater.

Children begin receiving early intervention most often in the first 9
months after birth, when they are approximately 28 months of age.

Text box: NEILS, part of OSEP's National Assessment, is a longitudinal
study that is following more than 3,300 infants and toddlers with
disabilities or at risk for disabilities and their families through
their experiences in early intervention and into early elementary
school. The study is providing information about the characteristics of
children and families, the services they receive, and the outcomes they
experience.

Trends in Early Intervention Service Settings

What is the primary service setting of infants and toddlers receiving
early intervention services?

Figure 1-5. Percentage of Infants and Toddlers with Disabilities Served
in Various Settings: 1996 and 2000

  ---------------------------------------------------------- ------------
  1996                                                       

  Home                                                       56.0

  Hospital (Inpatient)                                       0.8

  Service provider location                                  14.0

  Programs for typically developing children                 2.7

  Residential facility \[The percentage of children being    0.1
  served in residential facilities is too small to register  
  on the chart.\]                                            

  Other settings                                             3.3

  Programs for children with developmental delay             22.5

  Family child care                                          0.6

  2000                                                       

  Home                                                       71.8

  Hospital (Inpatient)                                       0.5

  Service provider location                                  10.0

  Programs for typically developing children                 4.3

  Residential facility \[The percentage of children being    0.1
  served in residential facilities is too small to register  
  on the chart.\]                                            

  Other settings                                             2.4

  Programs for children with developmental delay             10.9
  ---------------------------------------------------------- ------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH3 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000, most (71.8 percent) infants and toddlers were being served
primarily in the home, followed by 10.9 percent being served in a
program for children with developmental delays or disabilities, and 10.0
percent in a service provider location.

Between 1996 and 2000, the percentage of infants and toddlers being
served primarily in a program for children with developmental delays or
disabilities decreased by more than 50 percent, while the percentage of
those being served primarily in the home increased by more than 15
percent. All other settings differed by a maximum of 3 percent between
1996 and 2000.

Does the primary early intervention setting differ by race/ethnicity?

Table 1-1. Percentage of Children by Early Intervention Setting and
Race/\
Ethnicity: 2000

  ----------------- -------- ---------- ---------- ----------- ---------- -----------
  Setting           All      American   Asian/     Black (not  Hispanic   White (not
                             Indian/    Pacific    Hispanic)              Hispanic)
                             Alaska     Islander                          
                             Native                                       

  Home              71.8     76.0       76.1       65.5        68.1       74.3

  Hospital          0.5      0.4        0.2        1.3         0.2        0.4
  (inpatient)                                                             

  Programs for      10.9     7.9        10.8       11.7        12.9       9.5
  children with                                                           
  developmental                                                           
  delays or                                                               
  disabilities                                                            

  Programs for      4.3      7.9        2.8        7.0         3.1        4.2
  typically                                                               
  developing                                                              
  children                                                                

  Residential       0.1      0.2        0.1        0.1         0.1        0.1
  facility                                                                

  Service provider  10.0     6.0        8.8        11.3        13.6       9.2
  location                                                                

  Other settings    2.4      1.6        1.1        3.0         2.1        2.2

  Total             100.0%   100.0%     100.0%     100.0%      100.0%     100.0%
  ----------------- -------- ---------- ---------- ----------- ---------- -----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AH3 and AH10 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Most children in all racial/ethnic groups receive early intervention
services primarily in the home or in programs for typically developing
children. American Indian/Alaska Native children are most often served
in these settings (83.9 percent), followed by Asian/Pacific Islander
(78.9 percent) and white children (78.5 percent). Hispanic (71.2
percent) and black (72.5 percent) infants and toddlers are somewhat less
likely to be served in these settings.

Infants and Toddlers Exiting Part C \[Under Part C of IDEA, states must
". . . ensure a smooth transition for toddlers receiving early
intervention services . . . to preschool or other appropriate services"
(IDEA, §637(a)(8)).\]

What happens when children reach age 3 and no longer receive early
intervention services?

Figure 1-6. Percentage of Children Transitioning From Part C at Age 3,
by Exiting Category: 2000 \[Does not include information on children who
complete their individualized family services plan (IFSP), no longer
require services, and exit before age 3.\]

  --------------------------------------------------- -------------------
  Not eligible for Part B, exit to other programs     12.0

  Not eligible for Part B, exit with no referrals     8.0

  Part B eligibility not determined                   17.4

  Part B eligible                                     62.6
  --------------------------------------------------- -------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH4 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

The majority (62.6 percent) of Part C children are eligible for Part B
services when they turn age 3. Some children exit Part C at age 3
without determination of their eligibility for Part B (17.4 percent).
Children specifically deemed ineligible for Part B services either exit
to another program (12.0 percent) or leave with no referral to another
program (8.0 percent).

What are the differences in exiting categories for children in different
racial/ethnic groups who are exiting Part C at age 3?

Figure 1-7. Percentage of Children Transitioning From Part C at Age 3,
by Exiting Category and Race/Ethnicity: 2000-01

  ---------------------------------------------------------- ------------
  Race/Ethnicity                                             Percent

  Part B eligible                                            

  White (not Hispanic)                                       65.8

  Hispanic                                                   61.6

  Black (not Hispanic)                                       56.4

  Asian/Pacific Islander                                     59.6

  American Indian/Alaska Native                              66.8

  Not eligible for Part B, exit to other programs            

  White (not Hispanic)                                       10.7

  Hispanic                                                   17.1

  Black (not Hispanic)                                       12.4

  Asian/Pacific Islander                                     20.2

  American Indian/Alaska Native                              12.7

  Not eligible for Part B, exit with no referrals            

  White (not Hispanic)                                       8.7

  Hispanic                                                   5.4

  Black (not Hispanic)                                       10.0

  Asian/Pacific Islander                                     6.9

  American Indian/Alaska Native                              4.6

  Part B eligibility not determined                          

  White (not Hispanic)                                       14.8

  Hispanic                                                   15.9

  Black (not Hispanic)                                       21.1

  Asian/Pacific Islander                                     13.3

  American Indian/Alaska Native                              15.9
  ---------------------------------------------------------- ------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH11 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

American Indian/Alaska Native (66.8 percent) and white infants and
toddlers (65.8 percent) were somewhat more likely to be determined Part
B eligible than were Hispanic (61.6 percent), Asian/Pacific Islander
(59.6 percent), and black (56.4 percent) infants and toddlers.

Black infants and toddlers were more likely than other racial/ethnic
groups to have their Part B eligibility undetermined (21.1 percent),
followed by Native American/Alaska Native (15.9 percent) and Hispanic
(15.9 percent).

The Impact of Early Intervention Services on Infants and Toddlers Served
\[The data presented here are exemplary of the type of information
collected by NEILS on the impact of early intervention services on
infants and toddlers receiving these services. Additional data on the
impact of early intervention services can be found on the NEILS Web
site, www.sri.com/neils/.\]

What progress do infants and toddlers make in their communications
skills while receiving early intervention services?

Figure 1-8. How Well Child Makes Needs Known at Entry and at 36 Months
\[Only children 12 months of age or older were evaluated for
communication.\]: 1997-98

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

  Communicates well                                

  Entry                                            190

  36 months                                        42.0

  A little trouble                                 

  Entry                                            26.0

  36 months                                        36.0

  A lot of trouble                                 

  Entry                                            10.8

  36 months                                        22.0

  Skipped \<12 months at entry                     38.0
  ------------------------------------------------ ----------------------

Source: NEILS Parent Survey.

According to these data, children are twice as likely to communicate
well at 36 months than at time of entry.

At time of entry, about a fourth of the children (26.1 percent) had
little trouble communicating, and 18 percent had a lot of trouble.

At 36 months, almost half (42 percent) communicated well, followed by
over a third (36 percent) who had little trouble, and one in five (22
percent) who had a lot of trouble.

Figure 1-9. Change in Others' Understanding of Child's Speech Between
Time of Entry and at 36 Months \[Only children 12 months of age or older
were evaluated for speech.\]: 1997-98

[]{.mark}

  ----------------------------------------------------------- -----------
  No change, trouble understanding child\'s speech            30

  Change, declined                                            9

  No change, speech understood as well as other children\'s   2

  Change, improved                                            59
  ----------------------------------------------------------- -----------

Source: NEILS Parent Survey.

More than two-thirds of children (59 percent) who were 12 months old at
entry had a positive change in their speech.

About a third of infants and toddlers (32 percent) experienced no change
in their speech, and 9 percent experienced a decline in their ability to
be verbally understood.

CHILDREN AGES 3 THROUGH 21 SERVED UNDER IDEA, PART B \[Data from
individual states impact these national data; in particular, data from
one large state show many more 4-year-olds served than 5-year-olds
served in 2001. No explanation was provided by the state for the pattern
observed.\]

Part B of IDEA provides funds to states to assist them in providing a
free appropriate public education (FAPE) to children with disabilities
who are in need of special education and related services. To be
eligible for funding under this program, a state must make FAPE
available to all disabled children residing in the state, ages 3 through
21, except that they are not required to serve children ages 3 through 5
and ages 18 through 21 if serving such children is inconsistent with
state law or practice or the order of any court. The act has four
primary purposes: to ensure that all children with disabilities have
FAPE available to them with special education and related services
designed to meet their individual needs, to ensure that the rights of
children with disabilities and their families are protected, to assist
states and localities in providing education for all children with
disabilities, and to assess and ensure the effectiveness of efforts to
educate children with disabilities.

In 1997 Congress made significant changes to IDEA, going beyond ensuring
educational equity for children with disabilities. With access to public
schools already guaranteed for 6.4 million children with disabilities,
the 1997 reauthorization of IDEA set educators' and policymakers' sights
on setting higher expectations and improving achievement for these
students, as well as on ensuring positive transitions to work or
postsecondary education after graduation.

Children Ages 3 Through 5 Served Under IDEA, Part B

IDEA requires states to have policies and procedures in effect to ensure
the provision of FAPE to all 3- through 5-year-olds with disabilities in
order to be eligible for funds under the Preschool Grants Program and
other IDEA funds targeted to children ages 3 through 5 with
disabilities. States may also, at their discretion, serve 2-year-olds
who will turn 3 during the school year.

How many preschoolers are served under IDEA, Part B? \[Source: U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS). Tables AA1, AA8, and AF7 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.\]

On December 1, 2001, a total of 620,195 children ages 3 through 5 were
served under Part B. Of these, 612,084 were served in the 50 states and
the District of Columbia. This number represents 5.2 percent of the
total population of 3- through 5-year-olds living in the states and the
District of Columbia. \[The percentage of general population was
calculated using the July 1 population estimates for 2001 released
October 2003. The number served in the 50 states and the District of
Columbia was divided by the general U.S. population estimate for
children in this age range.\]

Of the total number of preschoolers receiving special education
services, 21.9 percent were 3 years old, 35.8 percent were 4 years old,
and 42.3 percent were 5 years old.

How has the number of preschoolers served under Part B changed over the
past 10 years?

Figure 1-10. Number of Preschoolers Served Under IDEA, Part B: 1991
Through 2001 \[For 1991 through 1994, the counts include children served
under Chapter 1 of ESEA (SOP). For 1991 only, children served under
Chapter 1 of ESEA (SOP) are only included in the total count because the
data were not disaggregated by age year. Beginning in 1994-95, all
services to children and youth with disabilities were provided only
through IDEA, Part B. Data for 2000 were revised since the 24th Annual
Report to Congress on Implementation of IDEA. Twelve states revised
their child count for 2000.\]

  ----------------------------------- -----------------------------------
  Year                                Number of Preschoolers

  1991                                

  Age 3                               70,136

  Age 4                               126,252

  Age 5                               200,767

  Total                               420,403

  1992                                

  Age 3                               88,359

  Age 4                               151,631

  Age 5                               215,459

  Total                               455,449

  1993                                

  Age 3                               97,696

  Age 4                               167,312

  Age 5                               226,677

  Total                               491,685

  1994                                

  Age 3                               104,332

  Age 4                               179,144

  Age 5                               239,233

  Total                               522,709

  1995                                

  Age 3                               113,259

  Age 4                               184,761

  Age 5                               250,573

  Total                               548,593

  1996                                

  Age 3                               112,004

  Age 4                               193,657

  Age 5                               251,409

  Total                               557,070

  1997                                

  Age 3                               115,131

  Age 4                               197,758

  Age 5                               257,426

  Total                               570,315

  1998                                

  Age 3                               117,903

  Age 4                               199,879

  Age 5                               255,863

  Total                               573,645

  1999                                

  Age 3                               122,244

  Age 4                               205,268

  Age 5                               261,621

  Total                               589,133

  2000                                

  Age 3                               132,066

  Age 4                               215,875

  Age 5                               252,652

  Total                               600,593

  2001                                

  Age 3                               135,774

  Age 4                               222,077

  Age 5                               262,344

  Total                               620,195
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA8 and AA9 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Since 1991, the number of preschoolers served under Part B grew from
422,217 to 620,195. This is an increase of 197,978 preschoolers or a
46.9 percent growth in the number of children served.

The number of preschoolers served under Part B increased for each age
year. From 1991 to 2001, the number of 3-year-olds served increased 93.6
percent, the number of 4-year-olds served increased 75.9 percent, and
the number of 5-year-olds served increased 30.7 percent.

Text box: As part of its National Assessment, OSEP is funding the
Pre-elementary Early Education Longitudinal Study (PEELS). The study
focuses on the characteristics of children receiving preschool special
education; the programs and services they receive; their experiences in
transitioning from early intervention programs to preschool and from
preschool to elementary school; the results they achieve in preschool,
kindergarten, and early elementary school; and the factors that
contribute to better results.

The Race/Ethnicity of Preschoolers Served \[The race/ethnicity
categories presented here are those used by the Office of Special
Education Programs to collect the IDEA, Section 618 data. Other
racial/ethnic categories or combinations of racial/ethnic categories are
used in other data included in this report.\]

What is the racial/ethnic composition of the preschool IDEA population?

Figure 1-11. Racial/Ethnic Composition of Children Ages 3 Through 5
Served Under IDEA and the National Preschool Population, Part B: 2001-02
\[Data are for the 50 states and the District of Columbia.\]

+----------------------------------------------+-----------------------+
| Race/Ethnicity                               | Percentage of         |
|                                              | Preschoolers          |
+----------------------------------------------+-----------------------+
| American Indian/Alaska Native                |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 1.2                   |
+----------------------------------------------+-----------------------+
| > General Population                         | 0.9                   |
+----------------------------------------------+-----------------------+
| Asian/Pacific Islander                       |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 2.3                   |
+----------------------------------------------+-----------------------+
| > General Population                         | 4.0                   |
+----------------------------------------------+-----------------------+
| Black (not Hispanic)                         |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 15.5                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 14.9                  |
+----------------------------------------------+-----------------------+
| Hispanic                                     |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 13.8                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 19.2                  |
+----------------------------------------------+-----------------------+
| White (not Hispanic)                         |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 67.2                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 61.0                  |
+----------------------------------------------+-----------------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA14 and AF7 in vol. 2.
The population data are July 1 estimates for 2001 released October 2003.
The Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, U.S. Census Bureau,
Population Division.

In the 50 states and the District of Columbia, the largest percentage of
preschoolers served under Part B were white (67.2 percent). White
children also composed the largest percentage of the preschool
population (61.0 percent).

The percentage of Hispanic preschoolers served under Part B (13.8
percent) is somewhat smaller than the percentage of Hispanic
preschoolers in the general population (19.2 percent). This was also
true for Asian/Pacific Islanders; the percentage of Asian/Pacific
Islander preschoolers served under Part B (2.3 percent) was smaller than
the percentage of Asian/Pacific Islander preschoolers in the population
(4.0 percent).

The percentages of American Indian/Alaska Native and black preschoolers
served under Part B were slightly larger (1.2 percent and 15.5 percent,
respectively) than in the general population (0.9 percent and 14.9
percent, respectively).

Text box: States report race/ethnicity data in five categories: American
Indian/Alaska Native, Asian/Pacific Islander, black (not Hispanic),
Hispanic, and white (not Hispanic).

What is the likelihood of children ages 3 through 5 in each
racial/ethnic group being served under IDEA, Part B, as compared to that
of all other children ages 3 through 5?

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

Table 1-2. Risk Ratios by Race/Ethnicity for Children Ages 3 Through 5
Served Under IDEA, Part B: 2001-02 \[Data are for the 50 states and the
District of Columbia.\]

+-------------+-------------+-------------+-------------+-------------+
| Rac         | Child count | 3-5         | Risk index  | Risk ratio  |
| e/ethnicity |             | population  | \[Risk was  | \[Overall   |
|             |             |             | calculated  | risk ratios |
|             |             |             | by dividing | were        |
|             |             |             | the number  | calculated  |
|             |             |             | of children | by dividing |
|             |             |             | with        | the risk    |
|             |             |             | d           | index for   |
|             |             |             | isabilities | the         |
|             |             |             | in the      | ra          |
|             |             |             | ra          | cial/ethnic |
|             |             |             | cial/ethnic | group by    |
|             |             |             | group by    | the risk    |
|             |             |             | the total   | index for   |
|             |             |             | number of   | all other   |
|             |             |             | children in | students.\] |
|             |             |             | the         | vs. all     |
|             |             |             | ra          | other       |
|             |             |             | cial/ethnic | children    |
|             |             |             | group.\]    |             |
+-------------+-------------+-------------+-------------+-------------+
| American    | 7,445       | 108,371     | 6.87        | 1.30        |
| In          |             |             |             |             |
| dian/Alaska |             |             |             |             |
| Native      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| As          | 13,825      | 465,807     | 2.97        | 0.55        |
| ian/Pacific |             |             |             |             |
| Islander    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Black (not  | 94,880      | 1,722,543   | 5.51        | 1.05        |
| Hispanic)   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Hispanic    | 84,570      | 2,222,419   | 3.81        | 0.67        |
+-------------+-------------+-------------+-------------+-------------+
| White (not  | 411,364     | 7,056,878   | 5.83        | 1.31        |
| Hispanic)   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Rac         | 612,084     | 11,576,018  | 5.29        | N/A         |
| e/ethnicity |             |             |             |             |
| total       | \[The       |             |             |             |
|             | rac         |             |             |             |
|             | e/ethnicity |             |             |             |
|             | total may   |             |             |             |
|             | not equal   |             |             |             |
|             | the Part B  |             |             |             |
|             | total for   |             |             |             |
|             | the 50      |             |             |             |
|             | states and  |             |             |             |
|             | D.C.        |             |             |             |
|             | because not |             |             |             |
|             | all         |             |             |             |
|             | children    |             |             |             |
|             | were        |             |             |             |
|             | reported by |             |             |             |
|             | race/e      |             |             |             |
|             | thnicity.\] |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables A14 and AF7 in vol. 2.
Population data are July 1 estimates for 2001 released October 2003. The
Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, Census Bureau,
Population Division.

American Indian/Alaska Native children ages 3 through 5 were 1.3 times
more likely to be served under Part B than all other groups combined.

White children ages 3 through 5 were 1.3 times more likely to be served
under Part B than all other groups combined.

Asian/Pacific Islander children ages 3 through 5 were just over half as
likely to be served under Part B than all other groups combined.

Trends in Preschool Service Settings

What is the primary service setting for preschoolers with disabilities?

Figure 1-12. Percentage of Preschoolers with Disabilities Served in
Various Settings: 2000-01

  ------------------------------------------------------------- ---------
  Early childhood special education setting                     31.3

  Other \[Other includes residential facilities, separate       14.6
  schools, itinerant services outside the home, and reverse     
  mainstream \[The reverse mainstream setting is an educational 
  program designed primarily for children with disabilities     
  that includes 50 percent or more children without             
  disabilities.\] preschool environments.\]                     

  Home                                                          3.0

  Part-time early childhood/part-time early childhood special   15.2
  education setting                                             

  Early childhood setting                                       35.9
  ------------------------------------------------------------- ---------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB1. Data are for the 50
states, D.C., Puerto Rico, and the outlying areas.

In 2000, 51 percent of preschoolers received special education services
in either early childhood settings or part-time early
childhood/part-time special education settings.

Only 3 percent of preschoolers were served primarily at home.

A total of 14.6 percent of preschoolers were served in other settings,
including residential facilities, separate schools, itinerant services
outside the home, or reverse mainstream settings.

Do service settings for preschoolers differ by racial/ethnic group?

Figure 1-13. Preschool Service Setting by Racial/Ethnic Group: 2000-01

  ------------------------------------------------------------ ----------
  Race/Ethnicity                                               Percent

  American Indian/Alaska Native                                

  Early childhood setting                                      44.6

  Early childhood special education setting                    30.2

  Part-time early childhood/part-time early childhood special  13.2
  education setting                                            

  Home                                                         2.6

  Other \[Other includes residential facilities, separate      9.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Asian/Pacific Islander                                       

  Early childhood setting                                      23.4

  Early childhood special education setting                    46.3

  Part-time early childhood/part-time early childhood special  15.5
  education setting                                            

  Home                                                         3.4

  Other \[Other includes residential facilities, separate      11.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Hispanic                                                     

  Early childhood setting                                      35.9

  Early childhood special education setting                    29.9

  Part-time early childhood/part-time early childhood special  17.4
  education setting                                            

  Home                                                         2.0

  Other \[Other includes residential facilities, separate      14.7
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Black (not Hispanic)                                         

  Early childhood setting                                      35.1

  Early childhood special education setting                    31.0

  Part-time early childhood/part-time early childhood special  18.3
  education setting                                            

  Home                                                         2.2

  Other \[Other includes residential facilities, separate      13.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  White (not Hispanic)                                         

  Early childhood setting                                      36.1

  Early childhood special education setting                    31.0

  Part-time early childhood/part-time early childhood special  14.4
  education setting                                            

  Home                                                         3.4

  Other \[Other includes residential facilities, separate      15.1
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         
  ------------------------------------------------------------ ----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

American Indian/Alaska Native preschoolers with disabilities are more
likely to receive special education and related services in early
childhood settings than are children from any other group (44.6
percent).

Asian/Pacific Islander preschoolers with disabilities are most likely to
receive special education and related services in early childhood
special education settings than are children from any other group (46.3
percent).

Black preschoolers with disabilities are more likely than other
preschool children to receive special education and related services in
a part-time early childhood/part-time early childhood special education
setting (18.3 percent).

Hispanic and white preschoolers with disabilities are more likely than
other preschool children to receive special education and related
services in "other" settings (14.7 percent and 15.1 percent,
respectively).

Workforce

What are the characteristics of teachers who serve preschoolers with
special needs?

During the 2000-01 school year, there were 34,342 special education
teachers serving preschoolers with disabilities in the United States and
outlying areas. About 88.8 percent of them were fully certified for
their positions. \[These figures are from DANS, Table AC1 in vol. 2;
other data are from SPeNSE. See http://ferdig.coe.ufl.edu/spense/ for
more information on preschool teachers and other special education
personnel.\] According to the Study of Personnel Needs in Special
Education (SPeNSE):

98.6 percent were female;

90.0 percent were white;

6.4 percent were Hispanic; and

6.5 percent have a disability.

The average preschool special education teacher serves 14 children, and
72 percent of preschool special education teachers serve children ages
birth to 5 exclusively.

Textbox: SPeNSE, another component of OSEP's National Assessment
studies, described the quality of the workforce serving children and
youth with disabilities and factors affecting workforce quality.

How do preschool special education teachers spend their time?

Figure 1-14. How Preschool Special Education Teachers Spend Their Time:
2000

  --------------------------------------------------------- -------------
  Paperwork                                                 12

  Preparing lessons                                         11

  Attending meetings, including IEP meetings                9

  Other \[Other activities included duties such as reading  20
  background materials, sharing expertise with other staff, 
  and communicating with parents.\]                         

  Teaching                                                  48
  --------------------------------------------------------- -------------

Source: SPeNSE Service Provider Survey. The percentages above are based
on the mean number of hours spent per week on each activity. Preschool
teachers worked 49.9 hours per week on average.

How long do preschool special education teachers intend to stay in the
field?

Figure 1-15. How Long Preschool Special Education Teachers Intend To
Stay in the Field, as Compared to All Special Education Teachers: 2000

  --------------------------------------------------------- -------------
  Intent to Stay                                            Percent

  Plan to leave as soon as possible                         

  All special education teachers                            6

  Preschool special education teachers                      4

  Undecided/plan to say until something else comes along    

  All special education teachers                            31

  Preschool special education teachers                      27

  Plan to stay until retirement/as long as possible         

  All special education teachers                            63

  Preschool special education teachers                      69
  --------------------------------------------------------- -------------

Source: SPeNSE Service Provider Survey.

Almost 70 percent of preschool special education teachers are planning
to remain in the field until they retire or as long as possible.

STUDENTS AGES 6 THROUGH 21 SERVED UNDER IDEA, PART B

Since the 1975 passage of the Education for All Handicapped Children Act
(EHA, P.L. 94-142), the Department of Education has collected data on
the number of children served under the law. Early collections of data
on the number of children with disabilities served under Part B of IDEA
used nine disability categories. Through the subsequent years and
multiple reauthorizations of the act, the disability categories have
been expanded to 13 and revised, and new data collections have been
required.

In 1997, the law was reauthorized with several major revisions (IDEA
Amendments of 1997; P.L. 105-17). One revision was the requirement that
race/ethnicity data be collected on the number of children served. The
reauthorization also allowed states the option of reporting children
ages 6 through 9 under the developmental delay category.

How many 6- through 21-year-olds are served under IDEA? \[Source: U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS), Tables AA1, AA3, and AF7 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.\]

On December 1, 2001, a total of 5,867,234 students with disabilities in
the 6- through-21 age group were served under IDEA. Of these 5,795,334
were served in the 50 states and the District of Columbia. This number
represented 8.9 percent of the general 6- through 21-year-old population
living in the United States. \[The percentage of population was
calculated using the July 1 population estimates for 2001 released
October 2003. The number served in the 50 states and the District of
Columbia was divided by the general U.S. population estimate for this
age range.\]

Based on public school enrollment, 12.1 percent of students were
receiving special education and related services in 2001. \[The
percentage of public school enrollment was calculated using 2001-02 data
from the Common Core of Data. The total number served was divided by the
total student enrollment for the 50 states, D.C. Puerto Rico, and the
outlying areas.\]

Figure 1-16. Number and Percentage of Students Ages 6 Through 21, Served
Under IDEA, by Age Group, During the 2001-02 School Year

  ----------------------------------- -----------------------------------
  6 through 11                        2,791,993 (47.6)

  12 through 17                       2,791,970 (47.6)

  18 through 21                       283,271 (4.8)
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA1 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Almost equal numbers of 6- through 11- and 12- through 17-year-olds
received special education services in 2001.

For the 2001-02 school year, 6- through 11-year-olds with disabilities
made up 48 percent of the total served under IDEA; 12- through
17-year-olds made up 48 percent, and 18- through 21-year-olds made up
the remainder.

How has the number of 6- through 21-year-olds served under IDEA, Part B,
changed over time?

Figure 1-17. Total Number of Students Ages 6 Through 21 Served Under
IDEA, by Age Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students (in millions)

  1992                                

  6 through 11                        2.400

  12 through 17                       1.990

  18 through 21                       0.236

  Total                               4.626

  1993                                

  6 through 11                        2.458

  12 through 17                       2.079

  18 through 21                       0.242

  Total                               4.779

  1994                                

  6 through 11                        2.515

  12 through 17                       2.153

  18 through 21                       0.239

  Total                               4.908

  1995                                

  6 through 11                        2.586

  12 through 17                       2.241

  18 through 21                       0.253

  Total                               5.079

  1996                                

  6 through 11                        2.652

  12 through 17                       2.321

  18 through 21                       0.257

  Total                               5.231

  1997                                

  6 through 11                        2.716

  12 through 17                       2.412

  18 through 21                       0.269

  Total                               5.397

  1998                                

  6 through 11                        2.759

  12 through 17                       2.499

  18 through 21                       0.281

  Total                               5.540

  1999                                

  6 through 11                        2.798

  12 through 17                       2.596

  18 through 21                       0.283

  Total                               5.678

  2000                                

  6 through 11                        2.804

  12 through 17                       2.690

  18 through 21                       0.280

  Total                               5.774

  2001                                

  6 through 11                        2.792

  12 through 17                       2.792

  18 through 21                       0.283

  Total                               5.867
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Since 1992-93, the number of students ages 18 through 21 served under
IDEA has remained fairly constant.

The number of 6- through 11-year-olds served under IDEA grew until
1999-2000 and has since shown small declines in the number of children
served. The number of 12- through 17-year-olds served under IDEA has
grown each year.

Has the disability distribution of children receiving services for
specific learning disabilities and autism under Part B changed over
time?

Figure 1-18. Number of Students with Specific Learning Disabilities
Served Under IDEA, by Age Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students (in millions)

  1992                                

  6 through 11                        0.998

  12 through 17                       1.252

  18 through 21                       0.117

  1993                                

  6 through 11                        1.010

  12 through 17                       1.297

  18 through 21                       0.121

  1994                                

  6 through 11                        1.042

  12 through 17                       1.347

  18 through 21                       0.121

  1995                                

  6 through 11                        1.073

  12 through 17                       1.399

  18 through 21                       0.130

  1996                                

  6 through 11                        1.094

  12 through 17                       1.447

  18 through 21                       0.133

  1997                                

  6 through 11                        1.114

  12 through 17                       1.501

  18 through 21                       0.139

  1998                                

  6 through 11                        1.119

  12 through 17                       1.552

  18 through 21                       0.144

  1999                                

  6 through 11                        1.115

  12 through 17                       1.609

  18 through 21                       0.144

  2000                                

  6 through 11                        1.087

  12 through 17                       1.656

  18 through 21                       0.139

  2001                                

  6 through 11                        1.047

  12 through 17                       1.702

  18 through 21                       0.138
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

While the number of students receiving services for specific learning
disabilities in the 12-through-17 age group has increased over the past
10 years, the number of 6- through 11-year-olds and 18- through
21-year-olds has remained steady.

Figure 1-19. Number of Students with Autism Served Under IDEA, by Age
Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students

  1992                                

  6 through 11                        8,914

  12 through 17                       4,893

  18 through 21                       1,773

  1993                                

  6 through 11                        11,158

  12 through 17                       5,832

  18 through 21                       2,068

  1994                                

  6 through 11                        13,716

  12 through 17                       6,760

  18 through 21                       2,188

  1995                                

  6 through 11                        17,666

  12 through 17                       8,796

  18 through 21                       2,614

  1996                                

  6 through 11                        21,669

  12 through 17                       10,078

  18 through 21                       2,628

  1997                                

  6 through 11                        27,342

  12 through 17                       12,211

  18 through 21                       2,964

  1998                                

  6 through 11                        35,143

  12 through 17                       15,480

  18 through 21                       3,441

  1999                                

  6 through 11                        43,517

  12 through 17                       18,506

  18 through 21                       4,020

  2000                                

  6 through 11                        52,461

  12 through 17                       22,502

  18 through 21                       4,633

  2001                                

  6 through 11                        63,676

  12 through 17                       28,593

  18 through 21                       5,635
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Autism was added as an optional reporting category in 1991 and was a
required category beginning in 1992.

Although autism makes up a small percentage of children served under
IDEA, the number of students receiving services for autism in the
6-through-11 and 12-through-17 age groups grew markedly over the past 10
years.

How many students have co-occurring disabilities?

Table 1-3. Percentage of Students with Co-occurring Disabilities:
2000-01

  ------------------------------------ ----------------- -----------------
                                       Children (Ages 6  Youth (Ages 13
                                       through 12)       through 17)

  One disability                       56.9              42.9

  Two disabilities                     28.6              19.2

  Three disabilities                   10.0              28.0

  Four or more disabilities            4.5               9.0
  ------------------------------------ ----------------- -----------------

Sources: SEELS Parent Survey and NLTS2 Parent Survey.

Nearly 15 percent of students with disabilities ages 6 through 12 have
three or more disabilities; almost 30 percent have two disabilities; and
more than half have only one disability.

About 28 percent of students with disabilities ages 13 through 17 have
three disabilities; 19 percent have two disabilities and about 43
percent have only one disability.

Textbox: These data come from National Assessment studies sponsored by
OSEP. The Special Education Elementary Longitudinal Study (SEELS) and
the National Longitudinal Transition Study-2 (NLTS2) examine the
characteristics, experiences, and achievements of a nationally
representative sample of elementary, middle, and secondary students
receiving special education and related services.

In which categories are students with attention deficit
disorder/attention deficit hyperactivity disorder (ADD/ADHD) served?

Table 1-4. Distribution of Parent-Reported Student ADD/ADHD by Primary
Disability Category \[SEELS uses the acronym AD/HD for these
students.\]: 2000-01

  ----------------------------------------- -----------------------------
  Primary IDEA category \[SEELS did not     Percentage of ADD/ADHD
  sample students with developmental        students served \[Total does
  delay.\]                                  not equal 100 due to
                                            rounding.\]

  Specific learning disabilities            41

  Speech/language impairments               15

  Mental retardation                        11

  Emotional disturbance                     14

  Hearing impairments                       1

  Visual impairments                        0

  Orthopedic impairments                    1

  Other health impairments                  12

  Autism                                    2

  Traumatic brain injury                    0

  Multiple disabilities                     2

  Deaf-blindness                            0

  Total                                     99
  ----------------------------------------- -----------------------------

Source: SEELS Parent Survey.

SEELS data indicate that, overall, 27 percent of students with
disabilities have ADD/ADHD, according to parent reports.

Although students with ADD/ADHD are served under IDEA, it is not a
discrete disability category. Forty-one percent of all elementary and
middle school-aged students with disabilities whose parents report that
their children have ADD/ADHD are served under the specific learning
disabilities category, while each of four other disability categories
contains more than 10 percent of these students.

Gender

What is the gender distribution for students ages 6 through 12 with
disabilities?

Figure 1-20. Disability Category \[SEELS did not sample students
classified as developmentally delayed.\] by Gender for Students Ages 6
Through 12: 2000-01

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

  All disabilities N=9,619                              

  Male                                                  67

  Female                                                33

  Learning disabilities n=1,031                         

  Male                                                  67

  Female                                                33

  Speech/language impairments n=828                     

  Male                                                  66

  Female                                                34

  Mental retardation n=849                              

  Male                                                  56

  Female                                                44

  Emotional disturbance n=866                           

  Male                                                  80

  Female                                                20

  Hearing impairments n=1,007                           

  Male                                                  56

  Female                                                44

  Visual impairments n=803                              

  Male                                                  57

  Female                                                43

  Orthopedic impairments n=973                          

  Male                                                  61

  Female                                                39

  Other health impairments n=921                        

  Male                                                  71

  Female                                                29

  Autism n=1,098                                        

  Male                                                  83

  Female                                                17

  Traumatic brain injury n=355                          

  Male                                                  63

  Female                                                37

  Multiple disabilities n=840                           

  Male                                                  65

  Female                                                35

  Deaf-blindness n=48                                   

  Male                                                  62

  Female                                                38
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

What is the gender distribution for students ages 13 through 17 with
disabilities?

Figure 1-21. Disability Category by Gender for Students Ages 13 Through
17: 2000

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

  All disabilities N=9,230                              

  Male                                                  65.8

  Female                                                34.2

  Learning disabilities n=884                           

  Male                                                  65.9

  Female                                                34.1

  Speech/language impairments n=871                     

  Male                                                  61.6

  Female                                                38.4

  Mental retardation n=865                              

  Male                                                  56.2

  Female                                                43.8

  Emotional disturbance n=836                           

  Male                                                  77.1

  Female                                                22.9

  Hearing impairments n=865                             

  Male                                                  51.5

  Female                                                48.5

  Visual impairments n=686                              

  Male                                                  53.5

  Female                                                46.5

  Orthopedic impairments n=914                          

  Male                                                  58.4

  Female                                                41.6

  Other health impairments n=923                        

  Male                                                  73

  Female                                                27

  Autism n=922                                          

  Male                                                  84.8

  Female                                                15.2

  Traumatic brain injury n=374                          

  Male                                                  69.1

  Female                                                30.9

  Multiple disabilities n=923                           

  Male                                                  57.1

  Female                                                42.9

  Deaf-blindness n=167                                  

  Male                                                  63.3

  Female                                                36.7
  ----------------------------------------------------- -----------------

Source: NLTS2 Parent Survey.

According to SEELS and NLTS2, males account for almost two-thirds of
students ages 6 through 17 served under IDEA. In children ages 6 through
12, males represent 80 percent of students with emotional disturbance
and 83 percent of students with autism. In those ages 13 through 17,
they represent 77 percent of students with emotional disturbance and 85
percent of students with autism.

Race/Ethnicity \[The race/ethnicity categories presented here are those
used by the Office of Special Education Programs to collect the IDEA,
Section 618 data. Other racial/ethnic categories or combinations of
racial/ethnic categories are used in other data included in this
report.\]

What is the racial/ethnic composition of the 6- through 21-year-old IDEA
population?

Figure 1-22. Racial/Ethnic Composition of Students Ages 6 Through 21
Served Under IDEA, Part B: 2001 \[Data are for 50 states and District of
Columbia.\]

  ----------------------------------------------------- -----------------
  Hispanic                                              14.6

  Black (not Hispanic)                                  20.5

  Asian/Pacific Islander                                1.9

  American Indian/Alaska Native                         1.3

  White (not Hispanic)                                  61.7
  ----------------------------------------------------- -----------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA15 in vol. 2.

While 16.6 percent of children between the ages of 6 and 21 in the
general population are Hispanic and 15.1 percent are black, according to
2001 population estimates, black students make up a larger proportion of
students served under IDEA than do Hispanic students. \[Population data
are July 1 estimates for 2001, based on the 2000 decennial Census. The
estimates were released by the Population Estimates Program, U.S. Census
Bureau, Population Division in October 2003.\]

What disabilities do students ages 6 through 21 have who receive special
education services?

Table 1-5. Disability Distribution, by Race/Ethnicity, of Students Ages
6 Through 21 Served Under IDEA: 2001

  -------------------- ---------- ---------- ---------------- ---------- ---------------- ----------
  Disability           American   Asian/     Black            Hispanic   White            All
                       Indian/    Pacific    (non-Hispanic)              (non-Hispanic)   students
                       Alaska     Islander                                                served
                       Native                                                             

  Specific learning    56.0       42.1       45.4             58.9       48.1             49.2
  disabilities                                                                            

  Speech or language   16.8       25.1       14.6             17.7       20.0             18.6
  impairments                                                                             

  Mental retardation   8.2        9.4        17.4             8.1        8.6              10.3

  Emotional            7.7        5.0        11.3             5.0        8.0              8.1
  disturbance                                                                             

  Multiple             2.3        2.7        2.1              2.0        2.2              2.2
  disabilities                                                                            

  Hearing impairments  1.1        3.0        1.0              1.6        1.1              1.2

  Orthopedic           0.8        1.8        0.9              1.3        1.4              1.3
  impairments                                                                             

  Other health         4.4        4.4        4.3              3.2        7.0              5.8
  impairments                                                                             

  Visual impairments   0.4        0.8        0.4              0.5        0.4              0.4

  Autism               0.8        4.1        1.4              1.1        1.8              1.7

  Deaf-blindness       0.0        0.1        0.0              0.0        0.0              0.0

  Traumatic brain      0.3        0.4        0.3              0.3        0.4              0.4
  injury                                                                                  

  Developmental delay  1.2        1.0        0.9              0.4        0.8              0.8

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

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA15 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

For all racial/ethnic groups, more students with specific learning
disabilities were served than students with any other disability in
2001.

The percentages of white students in most disability categories are very
similar to the percentages for the IDEA student population as a whole.

The order of the five largest disability categories is the same for four
of the five race/ethnicity groups: specific learning disabilities,
speech or language impairments, mental retardation, emotional
disturbance, and other health impairments. For black students, however,
mental retardation is the second most frequently reported disability
category.

The percentages of American Indian/Alaska Native and Hispanic students
with disabilities who received special education for specific learning
disabilities are relatively higher when compared with the percentage for
all students with disabilities (56.0 percent and 58.9 percent v. 49.2
percent). The percentage of Asian/Pacific Islander students with
disabilities who have specific learning disabilities is lower than the
percentage for all students with disabilities (42.1 percent v. 49.2
percent).

The percentage of black students with specific learning disabilities is
lower than the percentage of all students with specific learning
disabilities served under Part B (45.4 percent v. 49.2 percent).

The percentage of black students with disabilities who received special
education services for mental retardation is substantially higher than
the percentage for any other racial/ethnic group (17.4 percent compared
with 8.2 percent for American Indian/Alaska Native students with
disabilities, 9.4 percent for Asian/Pacific Islander students with
disabilities, 8.1 percent for Hispanic students with disabilities, and
8.6 percent for white students with disabilities).

The percentage of black students with disabilities who received special
education services for emotional disturbance is considerably higher than
the percentage for any other racial/ethnic group (11.3 percent compared
with 7.7 percent for American Indian/Alaska Native students with
disabilities, 5.0 percent for Asian/Pacific Islander students with
disabilities, 5.0 percent for Hispanic students with disabilities, and
8.0 percent for white students with disabilities).

The percentage of white students with disabilities who received special
education services for other health impairments is nearly twice the
percentage for the nearest racial/ethnic group (7.0 percent v. 4.4
percent).

What is the likelihood of students ages 6 through 21 in each
racial/ethnic group being identified with a given disability as compared
to that of all other students ages 6 through 21?

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

Table 1-6. Overall Risk Ratios \[Overall risk ratios were calculated by
dividing the risk index for the racial/ethnic group by the risk index
for all other students. Risk was calculated by dividing the number of
children with disabilities in the racial/ethnic group by the total
number of children in the racial/ethnic group.\] for Students Ages 6
Through 21, by Race/Ethnicity for Selected Disability Categories:
2001-02

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

  Specific learning       1.50       0.39       1.31        1.07       0.88
  disabilities                                                         

  Speech or language      1.21       0.65       1.07        0.82       1.13
  impairments                                                          

  Mental retardation      1.09       0.44       2.99        0.58       0.63

  Emotional disturbance   1.25       0.29       2.21        0.52       0.87

  Multiple disabilities   1.33       0.57       1.40        0.76       1.00

  Hearing impairments     1.25       1.20       1.11        1.19       0.81

  Orthopedic impairments  0.89       0.70       0.96        0.90       1.15

  Other health            1.07       0.36       0.99        0.44       1.69
  impairments                                                          

  Visual impairments      1.19       0.94       1.21        0.89       0.96

  Autism                  0.64       1.22       1.17        0.52       1.22

  Deaf-blindness          1.94       0.93       0.90        0.96       1.05

  Traumatic brain injury  1.25       0.56       1.27        0.62       1.18

  Developmental delay     1.98       0.64       1.65        0.44       1.06

  All Disabilities        1.33       0.47       1.45        0.86       0.93
  ----------------------- ---------- ---------- ----------- ---------- -----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA15 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas. Population
data are July 1 estimates for 2001 released October 2003. The Census'
multiracial category was apportioned into each of the five single
race/ethnicity categories in proportion to each category's relative
size. The estimates are based on the 2000 decennial Census and come from
the Population Estimates Program, Census Bureau, Population Division.

Black students are 2.99 times more likely to be classified as having
mental retardation and 2.21 times more likely to be classified as having
emotional disturbance than all other groups combined.

American Indian/Alaska Native students are 1.50 times more likely to be
served for specific learning disabilities than all other groups
combined.

Asian/Pacific Islander students are less than half as likely to be
served for specific learning disabilities, mental retardation, emotional
disturbance, or other health impairments than all other groups combined.

Hispanic students are less than half as likely to be served for other
health impairments and developmental delay than all other groups
combined.

Household Income

What is the household income of families with students ages 6 through 17
who receive special education?

Figure 1-23. Families of Students Ages 6 Through 12, by Household Income
Level and by Disability Status: 2000-01

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

  Living in poverty \[SEELS uses the federal Orshansky index   
  to define poverty. This is adjusted for family size, and it  
  is computed as the estimated cash to minimally meet food     
  needs x 3. It is based on income rather than resources and   
  ignores many non-cash benefits (food stamps, school lunches, 
  Medicaid, housing subsidies, educational grants, and loans). 
  It ignores wealth (i.e., owning a farm is not counted). For  
  SEELS, the parents of students with disabilities reported    
  their household income in categories (e.g., \$25,001 -       
  \$50,000) rather than a specific dollar value; thus, the     
  poverty rates for SEELS data are estimated.\]                

  Students with disabilities                                   24

  General population                                           16

  \$15,000 or less                                             

  Students with disabilities                                   20

  General population                                           13

  \$15,001 to \$25,000                                         

  Students with disabilities                                   16

  General population                                           11

  \$25,001 to \$50,000                                         

  Students with disabilities                                   32

  General population                                           29

  \$50,001 to \$75,000                                         

  Students with disabilities                                   19

  General population                                           23

  \>\$75,000                                                   

  Students with disabilities                                   13

  General population                                           24

  SEELS N=8,083                                                
  ------------------------------------------------------------ ----------

Sources: Income in 1999 for households of 6- to 13-year-olds with
disabilities, SEELS Parent Survey, 2002; Income in 1997 for households
with children ages 6 to 17, U.S. Census, 2001. Population income data
from the National Household Education Survey (NHES), 1999.

Figure 1-24. Families of Students Ages 13 Through 17, by Household
Income Level and by Disability Status: 2001

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

  Living in poverty \[A dichotomous variable indicating that a 
  student's household was in poverty was constructed using     
  parents' reports of household income and household size and  
  federal poverty thresholds for 2000. These thresholds        
  indicate the income level; however, NLTS2 respondents        
  reported household income in categories (e.g., \$25,501 to   
  \$30,000) rather than a specific dollar amount. Estimates of 
  poverty status were calculated by assigning each household   
  to the mean value of the category of income reported by the  
  parent and comparing that value to the household's size to   
  determine poverty status.\]                                  

  Students with disabilities                                   25

  General population                                           20

  \$15,000 or less                                             

  Students with disabilities                                   19

  General population                                           17

  \$15,001 to \$25,000                                         

  Students with disabilities                                   16

  General population                                           15

  \$25,001 to \$50,000                                         

  Students with disabilities                                   31

  General population                                           30

  \$50,001 to \$75,000                                         

  Students with disabilities                                   21

  General population                                           18

  \>\$75,000                                                   

  Students with disabilities                                   13

  General population                                           20

  N=7,709                                                      
  ------------------------------------------------------------ ----------

Sources: NLTS2 Parent Survey. Population income data are from the
National Household Education Survey (NHES), 1999.

As reported by parents, students with disabilities are more likely to be
poor than students in the general population. According to SEELS and
NLTS2 data, almost one-fourth (24 percent) of elementary and middle
school students and 25 percent of high school students with disabilities
live in poverty compared with 20 percent of the general population. In
1987, 38 percent of high school students with disabilities lived in
poverty.

Use of Medications

How many school-age children with disabilities are taking medications?

Figure 1-25. Medication Use of Children with Disabilities, by Age Group
and Type of Medicine: 2000-01

  -------------------------------------------------- --------------------
  Type of Medicine                                   Percent

  Any psychotropic medication                        

  6- through 9-year-olds                             17

  10- through 12-year-olds                           22

  13- through 14-year-olds                           21

  15- through 17-year-olds                           18

  Stimulant medication                               

  6- through 9-year-olds                             14

  10- through 12-year-olds                           18

  13- through 14-year-olds                           18

  15- through 17-year-olds                           11

  Antidepressant/anxiety medication                  

  6- through 9-year-olds                             5

  10- through 12-year-olds                           6

  13- through 14-year-olds                           8

  15- through 17-year-olds                           9

  Any other psychotropic medication                  

  6- through 9-year-olds                             4

  10- through 12-year-olds                           3

  13- through 14-year-olds                           10

  15- through 17-year-olds                           11
  -------------------------------------------------- --------------------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

The use of psychotropic medications is highest among middle-school-age
students. Parents report that 17 percent of 6- through 9-year-olds take
these medications compared with 22 percent of those who were 10 through
12 years old and 21 percent of 13- through 14-year-olds. The rate
declines to 18 percent among older high school students.

Stimulants are the most commonly reported psychotropic medications; 14
percent of early elementary students take them. The rate of use rises to
18 percent for middle schoolers and declines to 11 percent of youth ages
15 through 17.

Figure 1-26. Percentage of Students with Disabilities Ages 6 Through 17
Taking Stimulant Medication and Classified as ADD/ADHD, by Gender:
2000-01

  -------------------------------------------------- --------------------
  Percentage Taking Stimulants                       Age Group

  6 through 12                                       

  Boys                                               19

  Girls                                              11

  13 through 17                                      

  Boys                                               15

  Girls                                              8

  Percentage with ADD/ADHD                           Age Group

  6 through 12                                       

  Boys                                               33

  Girls                                              20

  13 through 17                                      

  Boys                                               42

  Girls                                              26
  -------------------------------------------------- --------------------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

Boys are much more likely than girls to take stimulants. Among boys, 19
percent of 6- through 12-year-olds and 15 percent of 13- through
17-year-olds take stimulants. This compares with 11 percent and 8
percent of girls in the two age groups.

The high rate of taking stimulant medications among boys is consistent
with the high rate of parent-reported ADD/ADHD among boys. Almost
one-third of 6- through 12-year-old boys and 42 percent of 13- through
17-year-old boys are reported by parents to have ADD/ADHD. Rates for
girls are 20 percent and 26 percent for the two age groups.

Table 1-7. Percentage of Students with Disabilities Using Medications,
by Disability Category and Age: 2000-01

  ----------------- -------------- ------- ---------------- ------- --------------- ------- -------------- -------
  Disability        Any                    Antidepressant           Antipsychotic           Any other      
                    psychotropic           or antianxiety           medication              psychotropic   
                    medication             medication                                       medication     

                    Ages 6‑12      Ages    Ages 6‑12        Ages    Ages 6‑12       Ages    Ages 6‑12      Ages
                                   13-17                    13-17                   13-17                  13-17

  Learning          8              13      15               9       4               5       2              6
  disability                                                                                               

  Speech/language   8              10      7                6       2               5       1              5
  impairment                                                                                               

  Mental            24             19      18               12      7               8       6              12
  retardation                                                                                              

  Emotional         52             42      40               29      24              29      16             34
  disturbance                                                                                              

  Hearing           13             10      11               6       4               5       1              6
  impairment                                                                                               

  Visual impairment 12             13      6                4       5               7       4              9

  Orthopedic        24             16      19               11      6               7       4              9
  impairment                                                                                               

  Other health      52             44      47               38      13              21      7              25
  impairment                                                                                               

  Autism            3              43      20               22      19              32      14             38

  Traumatic brain   25             23      15               12      11              15      10             19
  Injury                                                                                                   

  Multiple          27             25      19               15      8               14      8              20
  disabilities                                                                                             

  Deaf-blindness    17             20      4                8       7               12      12             15
  ----------------- -------------- ------- ---------------- ------- --------------- ------- -------------- -------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

Some students in each disability category take psychotropic medication.
This is due, in part, to some students in each disability category also
having ADD/ADHD and emotional disturbance, according to parental
reports.

The number of students with disabilities taking psychotropic medications
ranges from 10 percent or fewer of those with speech impairments to
about half of children and youth with emotional disturbance or other
health impairments. According to SEELS and NLTS2, among elementary and
middle school students whose parents report they have ADD/ADHD, 65
percent take some kind of psychotropic medication, with 55 percent
taking stimulants specifically.

Taking stimulants is highest among those with emotional disturbance or
other health impairments, according to SEELS and NLTS2.

Use of other kinds of psychotropic medications increases with age for
all disability categories.

Social Activities and Outcomes

How often do children with disabilities socialize outside the classroom?

Figure 1-27. How Often Children with Disabilities Ages 6 Through 12
Either Visit with or Receive Telephone Calls From Friends: 2000-01

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

  Visited with friends                                  

  Frequently (four or more times a week)                25.8

  Occasionally (fewer than four times a week)           64.9

  Rarely (once a month or never)                        9.3

  Received telephone calls from friends                 

  Frequently (four or more times a week)                35.4

  Occasionally (fewer than four times a week)           31.8

  Rarely (once a month or never)                        32.9
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

According to parent reports, more than 90 percent of students with
disabilities ages 6 through 12 visit with friends outside of school
occasionally or frequently.

According to the SEELS Parent Survey, the correlations between children
with disabilities who received phone calls and visits from friends and
other social interactions ranged from .27 to .32 (p \<.001 and p \<.001
across the relationships).

Figure 1-28. How Often Children with Disabilities Ages 6 Through 12
Received Calls From Friends, by Disability Category \[SEELS did not
sample students with developmental delay.\],\[ There were too few
students with deaf/blindness to report.\]: 2000-01

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

  Learning disabilities                                 

  Frequently (several times a week)                     45.2

  Occasionally (one or more times a month)              29.5

  Rarely or never (less than once a month)              25.2

  Speech/language impairments                           

  Frequently (several times a week)                     30.4

  Occasionally (one or more times a month)              39.2

  Rarely or never (less than once a month)              30.4

  Mental retardation                                    

  Frequently (several times a week)                     25.8

  Occasionally (one or more times a month)              24.1

  Rarely or never (less than once a month)              50.1

  Emotional disturbance                                 

  Frequently (several times a week)                     30.8

  Occasionally (one or more times a month)              27.2

  Rarely or never (less than once a month)              41.5

  Hearing impairments                                   

  Frequently (several times a week)                     24.7

  Occasionally (one or more times a month)              26.6

  Rarely or never (less than once a month)              48.7

  Visual impairments                                    

  Frequently (several times a week)                     28.9

  Occasionally (one or more times a month)              32.8

  Rarely or never (less than once a month)              38.3

  Orthopedic impairments                                

  Frequently (several times a week)                     25.9

  Occasionally (one or more times a month)              33.4

  Rarely or never (less than once a month)              40.7

  Other health impairments                              

  Frequently (several times a week)                     35.2

  Occasionally (one or more times a month)              32.1

  Rarely or never (less than once a month)              32.7

  Autism                                                

  Frequently (several times a week)                     7.0

  Occasionally (one or more times a month)              11.8

  Rarely or never (less than once a month)              81.0

  Traumatic brain injury                                

  Frequently (several times a week)                     29.2

  Occasionally (one or more times a month)              37.8

  Rarely or never (less than once a month)              33.0

  Multiple disabilities                                 

  Frequently (several times a week)                     15.2

  Occasionally (one or more times a month)              20.5

  Rarely or never (less than once a month)              64.3
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

As reported by parents, students with autism, multiple disabilities,
mental retardation, or hearing impairments are less likely to receive
telephone calls from friends.

Students with learning disabilities receive calls from friends most
frequently.

How many elementary and middle school students with disabilities
participate in extracurricular activities, compared to students without
disabilities?

Figure 1-29. Participation in Extracurricular Activities, by Disability
Status and Activity: 2000-01

  ----------------------------------------------------- -----------------
  Activities                                            Percent

  Any extracurricular activities                        

  General population                                    83.0

  Students with disabilities                            72.7

  Lessons \[Lessons include art, music, dance, foreign  
  language, and computer skills.\]                      

  General population                                    35.0

  Students with disabilities                            29.7

  Community-sponsored activities \[Community-sponsored  
  activities includes participation in sports groups,   
  4-H, scouting, religious and special interest group   
  activities, and YMCA- and YWCA-sponsored              
  activities.\]                                         

  General population                                    53.0

  Students with disabilities                            51.0
  ----------------------------------------------------- -----------------

Sources: SEELS Parent Survey; National Survey of America's Families,
1999.

Almost three-fourths of elementary and middle school children with
disabilities are reported by their parents to have participated in
extracurricular activities during the 1999-2000 school year. This is
slightly less than the general population, according to the National
Survey of America's Families.

Slightly over 50 percent of elementary and middle school children with
disabilities, according to their parents, participate in
community-sponsored activities. This appears to be about as often as
their counterparts in the general population.

How do secondary school-age students with disabilities spend their time
outside of school?

Figure 1-30. Activities Reported by Parents as Most Common for Students
with Disabilities Ages 13 Through 17: 2001

  ----------------------------------------------------- -----------------
  Most Common Activities                                Percent

  Playing sports                                        31

  Listening to music                                    32

  Watching TV/videos                                    50

  Playing electronic games or using computer            36

  Talking on phone to friends                           18

  Visiting with friends                                 32

  Visiting with family members                          21
  ----------------------------------------------------- -----------------

Source: NLTS2 Parent Survey.

Television and video watching is the activity most commonly reported by
parents.

According to the NLTS2 Parent Survey, parents report that youth with
disabilities spend an average of almost 16 hours per week watching TV
and videos. About 25 percent of youth with disabilities are relatively
infrequent TV and video watchers, spending 6 hours or fewer per week
watching them. A similar percentage spend more than 20 hours a week in
front of the television set.

The survey also showed that girls are significantly more likely than
boys to spend time with family members (girls: 26.0 percent, boys: 17.7
percent) and on the phone with friends (girls: 22.7 percent; boys: 15.0
percent). They also are more likely than boys to spend time listening to
music (girls: 37.2 percent; boys: 28.8 percent). In contrast, boys are
more likely than girls to spend time playing sports or in other physical
or outdoor activities (boys: 48.0 percent; girls: 29.2 percent), and
more boys than girls spend most of their time using the computer for
electronic games, communication, or other purposes (boys: 38.6 percent;
girls: 30.6 percent).

Discipline and Social Problems at School

Do suspension and expulsion rates differ by race/ethnicity?

Figure 1-31. Elementary and Middle School-Age Students with Disabilities
Ages 6 Through 12, Suspended/Expelled From School, by Race/Ethnicity
\[SEELS data yielded too few observations for other races/ethnicities to
report.\]: 2000-01

  ----------------------------------- -----------------------------------
  Race/Ethnicity                      Percent

  White                               10.0

  Black                               28.0

  Hispanic                            13.0
  ----------------------------------- -----------------------------------

Source: SEELS Parent Survey.

Parents report more suspensions and expulsions for black students (28
percent) than for Hispanic students (13 percent) or white students (10
percent).

How often are secondary school-age students with disabilities suspended
or expelled?

Table 1-8. Suspensions and Expulsions of Students with Disabilities by
Age: 2001

  --------------------- --------- --------- --------- --------- ---------
  Suspended or expelled Age 13    Age 15    Age 16    Age 17    Total
                        through                                 
                        14                                      

  No                    72.7      65.9      64.5      64.3      67.3

  Yes                   27.3      34.1      35.5      35.7      32.7

  Number of students in 3,021     2,194     2,215     1,410     8,840
  sample                                                        
  --------------------- --------- --------- --------- --------- ---------

Source: NLTS2 Parent Survey.

About one-third of all students ages 13 through 17 with disabilities
have been suspended or expelled.

More older students with disabilities were expelled than were 13-
through 14-year-olds.

What is the percentage of 6- through 12-year-old students with
disabilities who have been suspended or expelled?

According to 2000-01 SEELS data, parents reported that 8.7 percent of 6-
through 9-year-olds have been suspended or expelled. For 10- through
12-year-olds, the percentage is 18.9 percent. \[These data differ from
the data reported by states on discipline actions because NLTS2 and
SEELS data are based on parent reports of whether a student with a
disability was ever suspended or expelled. States report counts of
students with disabilities who were suspended or expelled for more than
10 days during a given school year only, and the source of these data is
school administrative records.\]

Do suspensions and expulsions for secondary school-age students differ
by race/ethnicity?

Figure 1-32. Youths with Disabilities Ages 13 Through 17 Ever Suspended
or Expelled From School, by Race/Ethnicity: 2001

  -------------------------------------------------- --------------------
  Race/Ethnicity                                     Percent

  White                                              

  Yes                                                30

  No                                                 70

  Black                                              

  Yes                                                46

  No                                                 54

  Hispanic                                           

  Yes                                                28

  No                                                 72
  -------------------------------------------------- --------------------

Source: NLTS2 Parent Survey.

When asked whether their child had ever been suspended or expelled, 46
percent of parents of black students responded "Yes." White and Hispanic
parents responded to this question in the affirmative less often; 30
percent and 28 percent, respectively, indicating that their child had
ever been suspended or expelled (NLTS2 Parent Survey).

What percentage of students with disabilities experience other social
problems at school?

Figure 1-33. Percentage of Students with Disabilities Who Have Been
Physically Attacked or Involved in Fights at School, by Age: 2000-01

  ------------------------------------------------- ---------------------
  Ages                                              Percent

  6 through 9                                       20.0

  10 through 12                                     27.0

  13 through 14                                     25.0

  15                                                23.0

  16                                                21.0

  17                                                22.0
  ------------------------------------------------- ---------------------

Sources: SEELS Parent Survey, NLTS2 Parent Survey.

According to parental reports in the SEELS study, 20 percent of students
ages 6 through 9 with disabilities have been physically attacked or
involved in fights at school, and more than a quarter of 10- through
12-year-olds with disabilities have been physically attacked or involved
in fights at school (27 percent).

Approximately one-quarter of students ages 13 through 17 were physically
attacked or involved in fights at school.

Educational Environments

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

Figure 1-34. Educational Environments of Students Ages 6 Through 21 with
Disabilities: 2000

  -------------------------------------------------------------- --------
  Outside the regular class 21-60% of the school day             29.8

  Outside the regular class \>60% of the school day              19.5

  Separate environments \[Separate environments include public   4.2
  and private residential facilities, public and private         
  separate facilities, and homebound/hospital environments.\]    

  Outside the regular class \<21% of the school day              46.5
  -------------------------------------------------------------- --------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Most students (about 96 percent) with disabilities are being educated in
regular school buildings.

Almost half of all students with disabilities (46.5 percent) are being
educated in the regular classroom for most of the school day. That is,
they are outside the regular classroom for less than 21 percent of the
school day.

Are students with different disabilities served in different educational
environments?

Table 1-9. Percentage of Students Ages 6 Through 21 with Disabilities
Receiving Services in Different Educational Environments: December 1,
2000

  ------------------------ --------- -------- -------- ---------------------
                           Served                      
                           outside                     
                           the                         
                           regular                     
                           class                       

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

  Specific learning        44.3      40.3     14.4     1.0
  disabilities                                         

  Speech or language       85.6      8.4      5.1      0.9
  impairments                                          

  Mental retardation       13.2      29.1     51.7     6.1

  Emotional disturbance    26.8      23.4     31.8     18.1

  Multiple disabilities    12.1      16.0     45.5     26.4

  Hearing impairments      42.3      20.0     22.5     15.3

  Orthopedic impairments   46.4      23.4     24.3     6.0

  Other health impairments 45.1      33.9     16.7     4.4

  Visual impairments       50.5      20.1     16.0     13.4

  Autism                   24.3      15.3     46.4     14.0

  Deaf-blindness           18.1      9.9      34.2     37.8

  Traumatic brain injury   32.3      27.9     29.4     10.4

  Developmental delay      46.4      29.9     22.3     1.3
  ------------------------ --------- -------- -------- ---------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

The percentage of students in each educational environment varies by
disability category :

− Students with speech or language impairments are most likely to be
educated with their nondisabled peers. They are also the least likely to
be educated in the most restrictive, separate environments.

− Students with multiple disabilities, mental retardation, or
deaf-blindness are the least likely to be educated in the most inclusive
environments, that is, outside the regular classroom less than 21
percent of the day.

− Students with deaf-blindness or multiple disabilities are most likely
to be educated in separate environments.

Figure 1-35. Percentage of Students Ages 6 Through 12 Included in the
Regular Classroom 100 Percent of the Time, by Disability Category
\[SEELS did not sample students with developmental delay.\],\[ There
were too few students with deaf-blindness to report.\]: 2001

  -------------------------------------------------------- --------------
  Disabilities                                             Percent

  Specific learning disabilities                           20

  Speech or language impairments                           55

  Mental retardation                                       7

  Emotional disturbance                                    16

  Hearing impairments                                      23

  Visual impairments                                       28

  Orthopedic impairments                                   27

  Other health impairments                                 23

  Autism                                                   13

  Traumatic brain injury                                   10

  Multiple disabilities                                    5
  -------------------------------------------------------- --------------

Source: SEELS School Survey.

Overall, 28 percent of students with disabilities ages 6 through 12 are
served in the regular education classroom 100 percent of the time (SEELS
School Survey).

Students with speech/language impairments are most commonly served in
the regular education classroom 100 percent of the time (55 percent).

Students with mental retardation and multiple disabilities are most
rarely served in the regular education classroom 100 percent of the time
(7 percent and 5 percent, respectively).

Figure 1-36. Percentage of Students with Disabilities Ages 13 Through 17
Included in the Regular Classroom 100 Percent of the Time, by
Disability: 2002

  -------------------------------------------------------- --------------
  Disabilities                                             Percent

  Specific learning disabilities                           32

  Speech or language impairments                           49.5

  Mental retardation                                       7

  Emotional disturbance                                    22

  Hearing impairments                                      32.5

  Visual impairments                                       47

  Orthopedic impairments                                   30

  Other health impairments                                 34

  Autism                                                   13

  Traumatic brain injury                                   20

  Multiple disabilities                                    4

  Deaf/blindness                                           12
  -------------------------------------------------------- --------------

Source: NLTS2 School Survey.

Overall, 28.2 percent of students with disabilities ages 13 through 17
are served in the regular classroom 100 percent of the time (NLTS2
School Survey).

In a comparison of school data collected in 1987 (NLTS) and 2002
(NLTS2), students ages 15 through 19 with disabilities were about
equally likely to receive some instruction in general education classes
(83 percent vs. 88 percent); however, they were much less likely to
spend any time in a special education class (90 percent vs. 70 percent).
This suggests that a larger proportion of the school day was spent in
general education in 1987 than in 2002.

In 2002, students with disabilities were more likely to be attending
regular public schools (94 percent in NLTS2 vs. 90 percent in NLTS) than
in 1987.

Students with disabilities were much more likely in 2002 than in 1987 to
be taking courses that prepared them for postsecondary education,
including mathematics (92 percent vs. 72 percent), science (83 percent
vs. 50 percent), social studies (88 percent vs. 74 percent), and foreign
language (21 percent vs. 5 percent). They were less likely to take
vocational education (61 percent vs. 76 percent) (2002 data are from the
NLTS2 School Survey; 1987 data are from NLTS).

According to the NLTS2 School Survey and the SEELS School Survey,
students in seven disability categories ages 13 through 17 were included
in the regular classroom 100 percent of the time more often than
students in those categories ages 6 through 12 (see Figure 35). The
largest percentage difference was for those with visual impairment at 19
percent.

Figure 1-37. Percentage of Students with Disabilities Ages 6 Through 21
Educated Outside the Regular Classroom Less Than 21 Percent of the
School Day and in Separate Environments: 2000

+---------------------------------------------------------+------------+
| Disabilities                                            | Percent    |
+---------------------------------------------------------+------------+
| Outside the regular classroom \<21% of the school day   |            |
+---------------------------------------------------------+------------+
| > Specific learning disabilities                        | 44.3       |
+---------------------------------------------------------+------------+
| > Speech or language impairments                        | 85.6       |
+---------------------------------------------------------+------------+
| > Mental retardation                                    | 13.2       |
+---------------------------------------------------------+------------+
| > Emotional disturbance                                 | 26.8       |
+---------------------------------------------------------+------------+
| > Multiple disabilities                                 | 12.1       |
+---------------------------------------------------------+------------+
| > Hearing impairments                                   | 42.3       |
+---------------------------------------------------------+------------+
| > Orthopedic impairments                                | 46.4       |
+---------------------------------------------------------+------------+
| > Other health impairments                              | 45.1       |
+---------------------------------------------------------+------------+
| > Visual impairments                                    | 50.5       |
+---------------------------------------------------------+------------+
| > Autism                                                | 24.3       |
+---------------------------------------------------------+------------+
| > Deaf-blindness                                        | 18.1       |
+---------------------------------------------------------+------------+
| > Traumatic brain injury                                | 32.3       |
+---------------------------------------------------------+------------+
| > Developmental delay                                   | 46.4       |
+---------------------------------------------------------+------------+
| Separate environments                                   |            |
+---------------------------------------------------------+------------+
| > Specific learning disabilities                        | 1.0        |
+---------------------------------------------------------+------------+
| > Speech or language impairments                        | 0.9        |
+---------------------------------------------------------+------------+
| > Mental retardation                                    | 6.1        |
+---------------------------------------------------------+------------+
| > Emotional disturbance                                 | 18.1       |
+---------------------------------------------------------+------------+
| > Multiple disabilities                                 | 26.4       |
+---------------------------------------------------------+------------+
| > Hearing impairments                                   | 15.3       |
+---------------------------------------------------------+------------+
| > Orthopedic impairments                                | 6.0        |
+---------------------------------------------------------+------------+
| > Other health impairments                              | 4.4        |
+---------------------------------------------------------+------------+
| > Visual impairments                                    | 13.4       |
+---------------------------------------------------------+------------+
| > Autism                                                | 14.0       |
+---------------------------------------------------------+------------+
| > Deaf-blindness                                        | 37.8       |
+---------------------------------------------------------+------------+
| > Traumatic brain injury                                | 10.4       |
+---------------------------------------------------------+------------+
| > Developmental delay                                   | 1.3        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

As might be expected, students with severe disabilities are more likely
to be educated outside the regular classroom for longer periods of the
day. Less than one-quarter of students with mental retardation, multiple
disabilities, autism, or deaf-blindness spend less than 21 percent of
the school day being educated outside the regular classroom.

Students with speech or language impairments are most likely to be
educated in the regular classroom for longer periods of the day. A total
of 85.6 percent of students with this type of disability spend less than
21 percent of the school day being educated outside the regular
classroom.

Students with the most severe types of disabilities are more likely to
be educated in separate environments. A total of 37.8 percent of
students with deaf-blindness, 26.4 percent of students with multiple
disabilities, and 18.1 percent of students with emotional disturbance
are educated principally in separate environments.

Very small percentages of students with specific learning disabilities,
speech or language impairments, or developmental delay are educated in
separate environments (approximately 1.0 percent of students within each
of these disabilities).

Where are students of different ages served?

Figure 1-38. Percentage of Students with Disabilities Educated in
Various Environments, by Age Group: 2000

+---------------------------------------------------------+------------+
| Ages 6 through 11                                       |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 55.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 25.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 16.5       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 2.4        |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+
| Ages 12 through 17                                      |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 38.1       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 35.0       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 21.8       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 5.1        |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+
| Ages 18 through 21                                      |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 32.1       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 27.4       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 28.0       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 12.6       |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS). Tables AB3, AB4, AB5 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Younger students with disabilities are more likely to be educated for
more of the school day in the regular classroom. Fifty-six percent of
students ages 6 through 11 with disabilities are educated less than 21
percent of the time outside the regular classroom, while 38 percent of
those ages 12 through 17 and 32 percent of those ages 18 through 21 are
educated less than 21 percent of the time outside the regular classroom.

A much higher percentage of older students with disabilities are being
educated in separate environments (13 percent of those in the
18-through-21 age groups as opposed to 2 percent of those in the
6-through-11 age group and 5 percent of those in the 12-through-17 age
group).

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

Figure 1-39. Percentage of Students with Disabilities Ages 6 Through 21
Being Educated in Different Educational Environments, by Race/Ethnicity:
2000-01

+---------------------------------------------------------+------------+
| Race/Ethnicity                                          | Percent    |
+---------------------------------------------------------+------------+
| White (not Hispanic)                                    |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 50.7       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 30.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 15.3       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.9        |
+---------------------------------------------------------+------------+
| Hispanic                                                |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 43.8       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 30.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 22.6       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.6        |
+---------------------------------------------------------+------------+
| Black (not Hispanic)                                    |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 34.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 28.9       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 30.7       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 5.5        |
+---------------------------------------------------------+------------+
| Asian/Pacific Islander                                  |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 50.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 24.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 21.4       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.6        |
+---------------------------------------------------------+------------+
| American Indian/Alaska Native                           |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 49.7       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 33.3       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 14.1       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 2.9        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB10 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

Educational environments differ by race/ethnicity. Black students with
disabilities are the least likely of any racial/ethnic group to be
educated inside the regular classroom. Fifty one percent of
Asian/Pacific Islander and white students with disabilities are educated
outside the regular class less than 21 percent of the day compared to 35
percent of black students with disabilities.

Black students with disabilities are more likely than American
Indian/Alaska Native or white students to be educated outside the
regular classroom more than 60 percent of the school day. Thirty one
percent of black students with disabilities are educated outside the
regular classroom more than 60 percent of the day compared to 14 percent
of American Indian/Alaska Native students with disabilities and 15
percent of white students with disabilities.

Less than one-half of Hispanic students and approximately one-third of
black students with disabilities are being educated less than 21 percent
outside the regular classroom.

Have educational environments for students with disabilities changed in
the past 10 years?

Figure 1-40. Educational Environments for Students with Disabilities
From 1990 to 2000

+---------------------------------------------------------+------------+
| School Year                                             | Percent    |
+---------------------------------------------------------+------------+
|  \<21% outside the regular classroom                    |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 32.8       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 34.9       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 39.8       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 43.4       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 44.5       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 45.3       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 45.8       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 46.4       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 46.1       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 46.0       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 46.5       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 36.5       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 36.3       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 31.7       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 29.5       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 28.7       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 28.7       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 28.5       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 29.0       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 29.8       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 29.7       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 29.8       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 25.1       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 23.5       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 23.4       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 22.7       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 22.4       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 21.6       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 21.4       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 20.4       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 20.1       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 20.3       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 19.5       |
+---------------------------------------------------------+------------+
| > Separate environments                                 |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 5.6        |
+---------------------------------------------------------+------------+
| > 1991                                                  | 5.3        |
+---------------------------------------------------------+------------+
| > 1992                                                  | 5.1        |
+---------------------------------------------------------+------------+
| > 1993                                                  | 4.4        |
+---------------------------------------------------------+------------+
| > 1994                                                  | 4.3        |
+---------------------------------------------------------+------------+
| > 1995                                                  | 4.4        |
+---------------------------------------------------------+------------+
| > 1996                                                  | 4.3        |
+---------------------------------------------------------+------------+
| > 1997                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 1998                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 1999                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 2000                                                  | 4.2        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB7 I in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

The trend over the past 10 years has been to serve more children in less
restrictive environments. From 1990 to 2000:

The percentage of students being educated outside the regular class less
than 21 percent of the day increased from 33 percent to 46 percent.

In comparison, the percentage of students being educated in all other
environments decreased. The percentage served outside the regular
classroom 21 percent to 60 percent of the school day decreased from 36
percent to 30 percent, the percentage served outside the classroom more
than 60 percent of the school day decreased from 25 percent to 20
percent, and the percentage of students educated in separate
environments decreased from 6 percent to 4 percent.

What supports are available to students with disabilities so they can
access the general education curriculum?

Table 1-10. Percentage of Schools Reporting Teachers' Strategies Used To
Support Special Education Students' Access to the General Education
Curriculum: 1999-2000

  ---------------------------------- --------- ---------- --------- ---------
  Strategies                         Large     Moderate   Small     Not at
                                     extent    extent     extent    all

  Curriculum modification            51        34         13        3

  Instructional modification and     51        38         11        1
  adaptation                                                        

  Alternative grouping strategy      30        39         23        8

  Cooperative learning               28        46         20        6

  Peer tutoring                      21        36         38        5

  Multiage classrooms                9         14         19        56

  Student(s) followed for multiple   8         10         20        62
  years                                                             

  Cross-grade grouping               8         16         32        44
  ---------------------------------- --------- ---------- --------- ---------

Source: SLIIDEA School Survey.

According to principals, teachers in their school use a variety of
teaching strategies to support special education students' access to the
general curriculum. More than 80 percent of all schools use modification
and adaptation of curriculum and instruction to a moderate or large
extent.

Teachers may also modify the structure of the class to support special
education students' access to the general education curriculum. About 70
percent of schools use alternative grouping and cooperative learning
strategies, and 57 percent use peer tutoring strategies to a moderate or
large extent. Less than 25 percent of schools use multiage classrooms,
curriculum looping, or cross-grade grouping to facilitate access to the
general education curriculum.

Table 1-11. Percentage of Schools Reporting Use of Support Services by
One or More Students with Disabilities: 1999--2000

  ------------------------------------------- ---------------------------
  Support system                              One or more students with
                                              disabilities used service

  Speech or language therapy                  89

  Occupational therapy                        71

  Family training, counseling, and other      56
  support                                     

  Nursing service/health service              52

  Psychological service                       51

  Physical therapy                            51

  Special transportation                      50

  Social work services                        49

  One-to-one paraeducator/assistant           49

  Assistive technology service/device         45

  Tutoring                                    43

  Adaptive physical education                 42

  Service coordination/case management        41

  Audiology/hearing service                   37

  Vision services                             26

  Communication service                       17
  ------------------------------------------- ---------------------------

Source: SLIIDEA School Survey.

Schools use a variety of related services and accommodations to support
students with disabilities' access to the general education curriculum.
The most commonly reported supports are speech or language therapy (89
percent) and occupational therapy (71 percent).

A little over half of the schools provided family training and
counseling services (56 percent), nursing services (52 percent),
psychological services (51 percent), physical therapy (51 percent), and
special transportation services (50 percent) to support students with
disabilities.

Educational Outcomes for Students with Disabilities

How often are students with disabilities retained in grade?

Table 1-12. Percentage of Elementary and Middle School Students with
Disabilities, by Age and Grade Level: 2001

  ------------- ------ ------ ------ ------ ------ ------ ------ ------ ------
                Age                                                     

  Grade         6      7      8      9      10     11     12     13     14

  Ungraded      12     3      3      2      2      2      1      1      

  1st           88     86     32     2                                  

  2nd                  10     60     31     2                           

  3rd                         4      61     35     5      1             

  4th                                4      58     38     6             

  5th                                       2      50     34     4      1

  6th                                              5      53     45     14

  7th                                                     5      45     83

  8th                                                            4      3

  Multi-grade          1                                                

  Total         100    100    100    100    100    100    100    100    100
  ------------- ------ ------ ------ ------ ------ ------ ------ ------ ------

Source: SEELS School Survey.

Note: Details may not add to 100 because of rounding.

Elementary and middle school students with disabilities often do not
move from grade level to grade level with their nondisabled peers; that
is, they are held back a grade at least once or start school later than
nondisabled students. For example, the average 9-year-old is in the
fourth grade; however, only about 4 percent of 9-year-old students with
disabilities are in the fourth grade.

Especially in their early elementary careers, students with disabilities
tend to be classified as "ungraded."

Parents report that 26 percent of elementary and middle school students
with disabilities have been retained in grade (SEELS School Survey).

What are the household income and race/ethnicity of students with
disabilities retained in grade by percentage?

Figure 1-41. Parents' Reports of Students Ever Being Retained in Grade
by Household Income and Race/Ethnicity: 2000-01

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

  Household income of those retained in grade                 

  \$25,000 or less *N*=3,427                                  34

  \$25,001-\$50,000 *N*=2,326                                 26

  \>\$50,000 *N*=2,844                                        16

  Race/ethnicity of those retained in grade                   

  White *N*=5,767                                             24

  Black *N*= 1,902                                            34

  Hispanic *N*=1,156                                          27
  ----------------------------------------------------------- -----------

Source. SEELS Parent Survey.

Thirty-four percent of students with disabilities with a household
income of \$25,000 or less had ever been retained in grade, while only
16 percent of students with disabilities with a household income of more
than \$50,000 ever had been retained in grade.

A lower percentage of white and Hispanic students had ever been retained
in grade (24 percent and 27 percent, respectively), while 34 percent of
black students with disabilities had been retained in grade.

Table 1-13. Percentage of Students with Disabilities, Ages 13-17, by Age
and Grade Level: 2002

  --------------- ------------- ------------- ------------- -------------
                  Age                                       

  Grade           13 to 14      15            16            17

  Ungraded        1             1             1             3

  1st-6th         1                                         

  7th             34            2                           

  8th             53            27            3             

  9th             11            57            26            7

  10th            1             14            54            35

  11th                                        14            49

  12th or 13th                                2             5

  Multigrade                                                1

  Total           100           100           100           100
  --------------- ------------- ------------- ------------- -------------

Source: NLTS2 School Survey.

Note: Details may not add to 100 because of rounding.

According to NLTS2, secondary students with disabilities are frequently
retained in grade at least once. While the typical 15-year-old is in
10th grade, only 14.1 percent of 15-year-old students with disabilities
who are age 15 are in 10th grade.

Parents of secondary students with disabilities report that 36 percent
of these students have repeated a grade some time in their school
enrollment (NLTS2 Parent Survey).

In 1987, 32 percent of high school students with disabilities were at
the typical grade level for their age while in 2001 this proportion was
53 percent (NLTS2 School Survey).

How do students with disabilities perform academically?

Figure 1-42. Performance of Students with Disabilities Ages 6 to 12 on
Standardized Assessments of Letter-Word Identification Skills
(Percentage in Each Percentile Rank Range), by Gender, Age Income, and
Race/Ethnicity \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Letter-Word Identification --
Measures the student's reading skills in identifying isolated letters
and words. It is not necessary that the student knows the meaning of any
words correctly identified.\]: 2001

+-----------------------------------------------------+----------------+
|                                                     | Percent        |
+-----------------------------------------------------+----------------+
| Gender                                              |                |
+-----------------------------------------------------+----------------+
| Male                                                |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Female                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 34             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Age                                                 |                |
+-----------------------------------------------------+----------------+
| Age 6 to 9                                          |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 48             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Age 10 to 12                                        |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 64             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 28             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Income                                              |                |
+-----------------------------------------------------+----------------+
| \$25,000 or less                                    |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 67             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 25             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| \$25,001 to \$50,000                                |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 59             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| \>\$50,000                                          |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Race/Ethnicity                                      |                |
+-----------------------------------------------------+----------------+
| White                                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 51             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 13             |
+-----------------------------------------------------+----------------+
| Black                                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 27             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 7              |
+-----------------------------------------------------+----------------+
| Hispanic                                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 74             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 18             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Asian/Pacific Islander                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 39             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 56             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 5              |
+-----------------------------------------------------+----------------+
| Native American                                     |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Mixed/other                                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 44             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 45             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 11             |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-43. Letter-Word Identification (Percentage in Each Percentile
Rank Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few cases of deaf/blindness to
report.\] for Elementary and Middle School Students with Disabilities,
Ages 6 Through 12 \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Letter-Word Identification --
Measures the student's reading skills in identifying isolated letters
and words. It is not necessary that the student knows the meaning of any
words correctly identified.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 70             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 26             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 32             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 91             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 7              |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 50             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 34             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 25             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 46             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 48             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 17             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 63             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 25             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 81             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 11             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-44. Passage Comprehension (Percentage in Each Percentile Rank
Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few students with
deaf/blindness to report.\] for Elementary and Middle School Students
with Disabilities, Ages 6 Through 12 \[For the standardized assessments,
each student's performance is associated with a percentile score which
reflects the proportion of individuals of that student's age in the
general population who received a lower score on that assessment. The
bar segments in the graph indicate the proportion of SEELS students
whose percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Passage Comprehension -- Measures
the student's skill in reading a short passage and identifying a missing
key word (i.e., a fill in the blank procedure); student must exercise a
variety of comprehension and vocabulary skills.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 28             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 6              |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 34             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 50             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 88             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 10             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 53             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 37             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 59             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 36             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 17             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 51             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 37             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 50             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 9              |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 26             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 70             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 24             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 6              |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 82             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 16             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-45. Calculation (Percentage in Each Percentile Rank Range), by
Disability Category \[SEELS did not sample students with developmental
delay.\], \[There were too few students with deaf/blindness to report.\]
for Elementary and Middle School Students with Disabilities, Ages 6
Through 12 \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Calculation -- Measures the
student's ability to perform mathematical calculations ranging from
simple addition to calculus; student is not required to make any
decisions about what operations to use or what data to include.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 40             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 20             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 43             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 82             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 14             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 37             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 33             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 31             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 20             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 43             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 39             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 40             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 40             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 53             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 31             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 74             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 16             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-46. Applied Problems (Percentage in Each Percentile Rank
Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few students with
deaf/blindness to report.\] for Elementary and Middle School Students
with Disabilities, Ages 6 Through 12 \[For the standardized assessments,
each student's performance is associated with a percentile score which
reflects the proportion of individuals of that student's age in the
general population who received a lower score on that assessment. The
bar segments in the graph indicate the proportion of SEELS students
whose percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Problem Solving -- Measures the
ability to analyze and solve problems in mathematics; student must
decide not only the appropriate mathematical operations to use but also
which of the data to include in the calculation.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 42             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 11             |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 21             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 42             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 88             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 10             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 25             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 28             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 45             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 20             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 43             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 65             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 23             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 58             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 83             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 13             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

According to SEELS, among students ages 6 through 12 from the various
disability categories, there is great diversity in standardized scores
for both reading and mathematics. Some students in each disability
category achieve reading and/or math scores at, or close to, those of
their same-age peers without disabilities. However, many have not yet
become proficient. With the exception of the speech/language impairments
and visual impairment categories, nearly 50 percent or more of students
in the other disability categories scored at or below the 20th
percentile on measures of reading (decoding and comprehension). Overall,
students with disabilities receive higher scores on standardized tests
of mathematics than reading skills.

Sixty seven percent of students with disabilities from low-income
households (\$25,000 or less) had scores at or below the 20th percentile
for letter/word identification. Thirty eight percent of the students
from households with over \$50,000 income had scores at/or below the
20th percentile.

Nearly three-fourths or more of students in the mental retardation or
multiple disabilities categories scored in the lowest performance range
(below the 21st percentile) on the passage comprehension, letter/word
identification, mathematical calculation, and applied problem
assessments.

Table 1-14. Average Scores and Performance Levels of Fourth- and
Eighth-Grade Students on NAEP 2000 and 2002 Reading Assessments, by
Disability Status

  -------------- ------- --------- ------- ------- ------------- ------- ------------ -------
  2000 and 2002                                                                       
  Grade 4                                                                             
  Average Scale                                                                       
  Scores and                                                                          
  Percent At or                                                                       
  Above Basic                                                                         
  and At or                                                                           
  Above                                                                               
  Proficient                                                                          
  \[Results for                                                                       
  the sample of                                                                       
  students with                                                                       
  IEPs cannot be                                                                      
  generalized to                                                                      
  the total                                                                           
  population of                                                                       
  students with                                                                       
  IEPs.\]                                                                             

                 N                 Mean            Percent at or         Percent at   
                                                   above\                or above     
                                                   basic                 proficient   
                                                   \[Scores on                        
                                                   the NAEP                           
                                                   reading                            
                                                   assessment                         
                                                   fall on a                          
                                                   0-500 point                        
                                                   scale                              
                                                   delineated by                      
                                                   three skill                        
                                                   levels:                            
                                                   Basic,                             
                                                   Proficient,                        
                                                   and                                
                                                   Advanced.\]                        

                 2000    2002      2000    2002    2000          2002    2000         2002

  Students with  317     11,984    167     187     22            30      8            9
  \[The NAEP                                                                          
  reading                                                                             
  assessment was                                                                      
  not                                                                                 
  administered                                                                        
  to                                                                                  
  eighth-grade                                                                        
  students in                                                                         
  2000.\]                                                                             
  disabilities                                                                        

  Students       7,757   128,593   217     221     62            67      31           33
  without                                                                             
  disabilities                                                                        
  -------------- ------- --------- ------- ------- ------------- ------- ------------ -------

  -------------- -------------- -------------- -------------- --------------
  2002 \[NCES                                                 
  defines                                                     
  students with                                               
  disabilities                                                
  as those who                                                
  have IEPs.\]                                                
  Grade 8                                                     
  Average Scale                                               
  Scores and                                                  
  Percent At or                                               
  Above Basic                                                 
  and At or                                                   
  Above                                                       
  Proficient                                                  
  \[Results for                                               
  the sample of                                               
  students with                                               
  IEPs cannot be                                              
  generalized to                                              
  the total                                                   
  population of                                               
  students with                                               
  IEPs.\]                                                     

                 N              Mean           Percent at or  Percent at or
                                               above basic    above
                                               \[Scores on    proficient
                                               the NAEP       
                                               reading        
                                               assessment     
                                               fall on a      
                                               0-500 point    
                                               scale          
                                               delineated by  
                                               three skill    
                                               levels: Basic, 
                                               Proficient,    
                                               and            
                                               Advanced.\]    

  Students with  10,220         228            36             6
  disabilities                                                
  \[The NAEP                                                  
  reading                                                     
  assessment was                                              
  not                                                         
  administered                                                
  to                                                          
  eighth-grade                                                
  students in                                                 
  2000.\]                                                     

  Students       104,956        268            79             35
  without                                                     
  disabilities                                                
  -------------- -------------- -------------- -------------- --------------

Source: NAEP, June 2003.

Students with IEPs appear to have scored lower than did students without
IEPs on the NAEP fourth-grade reading assessment in both 2000 and 2002.

The scores of IEP students on the NAEP fourth-grade reading assessment
appear to have improved between 2000 and 2002; that is, it appears that
more students with IEPs scored at or above basic and at or above
proficient.

Textbox: The National Assessment of Educational Progress (NAEP), also
known as the Nation's Report Card, is the only nationally representative
and continuing assessment of what America's students know and can do in
various subject areas. Since 1969, assessments have been conducted
periodically in reading, mathematics, science, writing, U.S. history,
civics, geography, and the arts.

On the eighth-grade NAEP reading assessment, the proportion of students
with IEPs who scored at or above basic appears to be less than half of
the proportion of students without IEPs who scored at or above basic.
When the proportions of both groups scoring at or above proficient are
compared, the differences are greater with only 6 percent of students
with IEPs scoring at this level compared to 35 percent of students
without IEPs.

Expenditures for Special Education

What are the total expenditures to provide services to students with
disabilities ages 6 through 21?

Figure 1-47. Calculation of Additional Expenditures for a Student with a
Disability: 1999-2000

+--------------------------------------------------------+-------------+
| Components of total expenditures to educate a student  |             |
| with a disability                                      |             |
+--------------------------------------------------------+-------------+
| > Regular education expenditure                        | \$4,394     |
+--------------------------------------------------------+-------------+
| > Special education expenditure                        | \$8,080     |
+--------------------------------------------------------+-------------+
| > Other special programs                               | \$165       |
+--------------------------------------------------------+-------------+
| > Total                                                | \$12,639    |
+--------------------------------------------------------+-------------+
| Difference between expenditures to educate a regular   |             |
| education student and a student with a disability      |             |
+--------------------------------------------------------+-------------+
| > Expenditure to educate a regular education student   | \$6,556     |
| > with no special needs                                |             |
+--------------------------------------------------------+-------------+
| > Additional expenditure attributable to other special | \$165       |
| > programs                                             |             |
+--------------------------------------------------------+-------------+
| > Additional expenditure attributable to special       | \$5,918     |
| > education                                            |             |
+--------------------------------------------------------+-------------+
| > Total                                                | \$12,639    |
+--------------------------------------------------------+-------------+

Sources: SEEP District and School Surveys.

In per pupil terms, the total spending used to educate the average
student with a disability is \$12,639. This amount includes \$8,080 per
pupil on special education services, \$4,394 per pupil on regular
education services, and \$165 per pupil on services from other special
needs programs (e.g., Title I, English language learners, or gifted and
talented education).

The data derived from SEEP indicate that the base expenditure on a
regular education student is \$6,556 per pupil. Comparing this figure to
the average expenditure for a student eligible to receive special
education services, the additional expenditure attributable to special
education is to \$5,918 per pupil.

Textbox: During the 1999-2000 school year, the United States spent about
\$50 billion on special education services. Another \$27.3 billion was
expended on regular education services for students with disabilities
eligible for special education, and an additional \$1 billion was spent
on other special needs programs (e.g., Title I, English language
learners, or gifted and talented education). Thus, total spending to
educate all students with disabilities found eligible for special
education programs was \$78.3 billion.

How are special education expenditures allocated?

Figure 1-48. Allocation of Special Education Expenditures: 1999-2000

  ------------------------------------------------------- ---------------
  School-age programs operated within public school       61 (\$30.7
                                                          billion)

  School-age programs operated outside public schools     11 (\$5.3
                                                          billion)

  Preschool programs operated within public schools       8 (\$4.1
                                                          billion)

  Preschool programs operated outside public schools      1 (\$263
                                                          million)

  Other Instructional programs (homebound and summer)     2 (\$912
                                                          million)

  Transportation services                                 7 (\$3.7
                                                          billion)

  Administration and support services                     10 (\$5.0
                                                          billion)
  ------------------------------------------------------- ---------------

Sources: SEEP District and School Surveys.

Focusing on the \$50 billion of special education spending, it is useful
to see how funds are allocated among different spending components.
Special education spending includes central office administration and
support of the program, direct instruction and related services for
preschool (ages 3 through 5) and school-aged (ages 6 through 21)
students, special education summer school, programs for students who are
homebound or hospitalized, and special transportation services. The
above figure shows the percentage and dollar amount of special education
spending on each of these components.

How does spending on special education students vary across districts?

According to the SEEP District Survey, the smallest districts reported a
level of actual expenditure that is 14 percent higher than the actual
expenditure in the districts with enrollment of 25,000 or more students
(\$14,062 vs. \$12,309), and a cost-adjusted \[This adjustment
compensates for differences in the prices paid for comparable resources
used in providing special education services in different geographic
locations throughout the United States.\] level of expenditure that is
22 percent higher (\$14,815 vs. \$12,138). While the differences based
on actual expenditures are not statistically significant, the
differences based on cost-adjusted expenditures are both economically
and statistically significantly different from each other (economic
significance indicates a difference large enough to have an effect on
the levels of services being offered).

Figure 1-49. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Size of District
Enrollment: 1999-2000

  ----------------------------------- -----------------------------------
  District Enrollment                 Cost-adjusted Dollars

  Fewer than 2,500 students           \$14,815

  3,500 to 4,999 students             \$12,124

  5,000 to 9,999 students             \$11,919

  10,000 to 24,999 students           \$12,803

  25,000 or more students             \$12,138
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

The spending ratio (relative spending on a special education student vs.
regular education student) for the smallest districts is estimated to be
2.19, compared to a national average spending ratio of 1.90 (See Figure
1-47) (SEEP District and School Surveys).

Figure 1-50. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Degree of Urbanicity
\[The three categories represent a consolidated version for the locale
type variable included with the Common Core of Data published by NCES,
1999-2000.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Urban                               \$11,933

  Suburban                            \$12,581

  Rural                               \$13,049
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys; NCES, 1999-2000.

Rural districts spend the most in cost-adjusted dollars, and urban
districts spend the least, with suburban districts in between.

Figure 1-51. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Median Family Income
\[This family income variable uses data from the 1990 U.S. Census
organized by school district.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Median Family Income                Cost-adjusted Dollars

  Lowest income                       \$11,599

  Middle income                       \$13,257

  Highest income                      \$12,465
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys; U.S. Census Bureau, 1990.

The third of districts with the lowest median family income spend the
least to educate a student with disabilities. Districts with
middle-income families spend \$1,658 more per student than districts
with the lowest income families.

Figure 1-52. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Student Poverty Level
\[Poverty is defined in terms of the percentage of students eligible for
free or reduced-price lunch.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Poverty Level                       Cost-adjusted Dollars

  Lowest poverty                      \$11,878

  Second-lowest poverty               \$12,151

  Second-highest poverty              \$13,133

  Highest poverty                     \$12,412
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

Low-poverty districts have the lowest spending ratios. No consistent
positive or negative relationship is found for expenditures and
districts' student poverty levels. However, low-poverty districts have
the lowest spending ratios, 1.72, compared to 1.86 for the second lowest
quartile, and 1.97 and 1.98 for the two highest poverty quartiles
(relative spending on a special education student vs. regular education
student).

The spending ratio (relative spending on a special education student vs.
regular education student) for the smallest districts is estimated to be
2.19, compared to a national average spending ratio of 1.90 (SEEP
District and School Surveys).

What is being expended for special education transportation?

Figure 1-53. Changes in Expenditure Per Pupil on Special Transportation
Services from 1985-86 to 1999-2000 (Expressed in Constant 1999-2000
Dollars)

  ----------------------------------- -----------------------------------
  School Year                         Constant 1999-2000 Dollars

  1985-86                             \$2,463

  1999-2000                           \$4,418
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

Special education transportation expenditure per pupil in constant
dollars (i.e., actual spending adjusted by the Consumer Price Index) has
increased since the 1985-86 school year from \$2,463 to \$4,418 during
the 1999-2000 school year, an increase of 80 percent. The per pupil
spending on regular transportation rose from \$365 to \$442, an increase
of 21 percent (SEEP District and School Surveys).

Special transportation spending per pupil is nearly 10 times greater
than spending on regular transportation. This represents an increase
since 1985-86 when per pupil special transportation spending was around
seven times more than that of regular transportation (SEEP District and
School Surveys).

During the 1999-2000 school year, the nation's school districts spent
around \$13.1 billion on home-to-school and school-to-school
transportation services for all K-12 students in public schools (SEEP
District and School Surveys).

The total expenditure on special transportation services is estimated to
be about \$3.7 billion. This represents about 28 percent of the total
school transportation expenditures in the United States and
approximately 7 percent of the total spending on special education
services (SEEP District and School Surveys).

Trends in School Exiting and Transition

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

Table 1-15. Percentage \[The percentage of students with disabilities
who exit school with a regular high school diploma and the percentage
who exit school by dropping out are performance indicators used by OSEP
to measures progress in improving results for students with
disabilities. The appropriate method for calculating graduation and
dropout rates depends on the question to be answered and is limited by
the data available. For reporting under the Government Performance and
Results Act (GPRA), OSEP calculates the graduation rate by dividing the
number of students age 14 and older who graduated with a regular high
school diploma by the number of students in the same age group who are
known to have left school (i.e., graduated with a regular high school
diploma, received a certificate of completion, reached the maximum age
for services, died, moved and are not known to be continuing in an
education program, or dropped out). These calculations are presented
here. Not all states award a certificate of completion. In all years
presented, Kansas, Massachusetts, New Jersey, Oklahoma, Texas, and Guam
did not report any students receiving a certificate of completion. Since
1997, Minnesota has not reported any students receiving a certificate of
completion. Since 1998, Arizona and Ohio have not reported any students
receiving a certificate of completion. Prior to 1999, Pennsylvania did
not report any students receiving a certificate of completion.\] of
Students Age 14 and Older with Disabilities Who Graduated with a
Standard Diploma: 1993-94 Through 2000-01

  ---------------------------------------------------------------------------------------------------------
  Disability        1993-94   1994-95   1995-96   1996-97   1997-98   1998-99 \[Two   1999-2000   2000-01
                                                                      large states                
                                                                      appear to have              
                                                                      underreported               
                                                                      dropouts in                 
                                                                      1998-99. As a               
                                                                      result, the                 
                                                                      graduation rate             
                                                                      is somewhat                 
                                                                      inflated that               
                                                                      year.\]                     
  ----------------- --------- --------- --------- --------- --------- --------------- ----------- ---------
  Specific learning 49.1      47.7      48.2      48.8      51.0      51.9            51.6        53.6
  disabilities                                                                                    

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

  Mental            35.0      33.8      34.0      33.0      34.3      36.0            34.3        35.0
  retardation                                                                                     

  Emotional         27.0      26.0      25.1      25.9      27.4      29.2            28.6        28.9
  disturbance                                                                                     

  Multiple          36.1      31.4      35.3      35.4      39.0      41.0            42.1        41.6
  disabilities                                                                                    

  Hearing           61.9      58.2      58.8      61.8      62.3      60.9            61.8        60.3
  impairments                                                                                     

  Orthopedic        56.7      54.1      53.6      54.9      57.9      53.9            51.2        57.4
  impairments                                                                                     

  Other health      54.6      52.6      53.0      53.1      56.8      55.0            56.4        56.1
  impairments                                                                                     

  Visual            63.5      63.7      65.0      64.3      65.1      67.6            66.5        65.9
  impairments                                                                                     

  Autism            33.7      35.5      36.4      35.9      38.7      40.5            40.7        42.1

  Deaf-blindness    34.7      30.0      39.5      39.4      67.7      48.3            39.5        41.2
  \[Percentages are                                                                               
  based on fewer                                                                                  
  than 150 students                                                                               
  exiting school.\]                                                                               

  Traumatic brain   54.6      51.7      54.0      57.3      58.2      60.6            56.7        57.5
  injury                                                                                          

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

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD1 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000-01, 47.6 percent of the students ages 14 and older with
disabilities exited school with a regular high school diploma.

From 1993-94 through 2000-01, there was little change in the relative
standing of graduation rates for the various disability categories.

-   Students with visual impairments or hearing impairments consistently
    had the highest graduation rates.

-   Students with mental retardation or emotional disturbance
    consistently had the lowest graduation rates.

From 1993-94 through 2000-01, the graduation rate improved for most
disability categories.

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

-   No meaningful change occurred in the graduation rate for students
    with mental retardation, orthopedic impairments, or other health
    impairments.

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

Table 1-16. Percentage \[See note on previous table as to how percentage
was calculated. The dropout rate is calculated in the same manner, but
with the number of dropouts in the numerator. Students who moved and are
not known to be continuing in an education program are treated as
dropouts.\] of Students Age 14 and Older with Disabilities Who Dropped
Out of School: 1993-94 Through 2000-01

  ---------------------------------------------------------------------------------------------------------
  Disability        1993-94   1994-95   1995-96   1996-97   1997-98   1998-99 \[Two   1999-2000   2000-01
                                                                      large states                
                                                                      appear to have              
                                                                      underreported               
                                                                      the number of               
                                                                      dropouts in                 
                                                                      1998-99. As a               
                                                                      result, the                 
                                                                      dropout rate is             
                                                                      somewhat                    
                                                                      understated for             
                                                                      that year.\]                
  ----------------- --------- --------- --------- --------- --------- --------------- ----------- ---------
  Specific learning 43.1      44.7      44.4      43.4      41.3      40.2            39.9        38.7
  disabilities                                                                                    

  Speech/language   49.3      51.4      50.4      48.0      44.5      40.9            39.3        39.7
  impairments                                                                                     

  Mental            35.4      37.9      38.0      38.2      36.3      34.9            35.7        34.3
  retardation                                                                                     

  Emotional         67.8      69.2      69.9      69.2      67.2      65.5            65.2        65.1
  disturbance                                                                                     

  Multiple          24.6      35.1      27.4      27.7      26.3      28.1            25.7        26.7
  disabilities                                                                                    

  Hearing           24.3      28.0      28.3      25.6      23.5      24.8            23.2        24.5
  impairments                                                                                     

  Orthopedic        25.1      27.9      28.9      27.3      24.3      27.4            30.4        27.0
  impairments                                                                                     

  Other health      37.4      38.1      36.8      37.8      34.9      36.3            35.2        36.2
  impairments                                                                                     

  Visual            24.5      24.4      22.3      21.4      21.7      20.6            20.2        21.1
  impairments                                                                                     

  Autism            25.9      29.5      23.8      24.0      19.2      22.8            23.4        20.8

  Deaf-blindness    24.5      25.5      12.8      27.3      11.8      25.0            25.4        22.9
  \[Percentages are                                                                               
  based on fewer                                                                                  
  than 150 students                                                                               
  exiting school.\]                                                                               

  Traumatic brain   28.2      32.9      30.7      29.6      26.1      27.2            28.8        28.9
  injury                                                                                          

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

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD1 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000-01, 41.1 percent of the students ages 14 and older with
disabilities exited school by dropping out.

From 1993-94 through 2000-01, the percentage of students with
disabilities dropping out decreased from

45.1 percent to 41.1 percent.

-   Students with visual impairments consistently had the lowest dropout
    rates.

-   Students with emotional disturbance consistently had the highest
    dropout rates.

-   In every year, students with emotional disturbance had a dropout
    rate that was substantially higher than the dropout rate for the
    next highest disability category.

From 1993-94 through 2000-01, the dropout rate declined for students in
most categories.

-   The improvement was most notable for students with autism and
    speech/language impairments.

-   The dropout rate also notably declined for students with visual
    impairments and specific learning disabilities.

-   No meaningful change occurred in the dropout rate for students with
    hearing impairments.

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

Table 1-17. Percentage \[Percentage is calculated by dividing the number
of students age 14 and older in each racial/ethnic group who graduated
with a regular high school diploma (or dropped out) by the number of
students age 14 and older in that racial/ethnic group who are known to
have left school (i.e., graduated with a regular high school diploma,
received a certificate of completion, reached the maximum age for
services, died, moved and are not known to be continuing, or dropped
out.) Students who moved and are not known to be continuing in an
education program are treated as dropouts. Not all states award a
certificate of completion. In 2000-01, Arizona, Kansas, Massachusetts,
Minnesota, New Jersey, Ohio, Oklahoma, Texas, and Guam did not report
any students receiving a certificate of completion.\] of Students Age 14
and Older with Disabilities Who Graduated with a Standard Diploma or
Dropped Out, by Race/Ethnicity: 2000-01

  -------------------------------------------------------------------------
                    Graduated                   Dropped out   
                    with a                                    
                    standard                                  
                    diploma                                   
  ----------------- ------------- ------------- ------------- -------------
  Race/ethnicity    Number        Percentage    Number        Percentage

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

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

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

  Hispanic          24,087        47.5          22,073        43.5

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

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD4 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

The graduation rate is highest for Asian/Pacific Islander (60.6 percent)
and white (56.8 percent) students with disabilities. Both rates are
above the graduation rate for all students with disabilities (47.6
percent) (see Table 1-15).

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

The dropout rate is lowest for Asian/Pacific Islander (28.0 percent) and
white students with disabilities (33.9 percent). Both rates are below
the dropout rate for all students with disabilities (41.1 percent) (see
Table 1-16).

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

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

What procedures are used by states, local education agencies, and
schools to prevent students with disabilities from dropping out of
school?

Table 1-18. Percentage of States Reporting on Individual Schools'
Dropout Rates for Students with and without Disabilities: 1999-2000
School Year

  ------------------------------------------- ------------- -------------
  Practice                                    Percent       

  State included dropout rates in school                    71
  reports and ...                                           

  Students with disabilities were included in 51            
  calculation but not separately reported                   

  Rates were reported separately for students 18            
  with disabilities                                         

  Students with disabilities were not         2             
  included in calculations and were not                     
  separately reported                                       

  State did not include dropout rates in its                16
  school reports                                            

  State did not issue school reports                        12
  ------------------------------------------- ------------- -------------

Source: SLIIDEA State Survey.

Almost three-fourths of the states (71 percent) issued individual school
reports that included dropout rates.

Of the 35 states that issued dropout reports, 25 states combined the
dropout rates for general education students and students with
disabilities; nine states reported rates separately for students with
disabilities, and one state did not report the rates of students with
disabilities.

Table 1-19. Percentage of Districts That Tracked Dropout Risk Factors
for Students with Disabilities: 1999--2000

+-----------------------------------------------------+-----------------+
| Risk Factors                                        | Percent         |
+-----------------------------------------------------+-----------------+
| Tracked any of the following factors                | 60              |
|                                                     |                 |
| Tracked the following risk factors:                 |                 |
+-----------------------------------------------------+-----------------+
| Excessive absences                                  | 58              |
+-----------------------------------------------------+-----------------+
| Significant discipline problems                     | 53              |
+-----------------------------------------------------+-----------------+
| One or more suspensions from school                 | 48              |
+-----------------------------------------------------+-----------------+
| Juvenile justice involvement                        | 35              |
+-----------------------------------------------------+-----------------+
| Previously retained in grade                        | 32              |
+-----------------------------------------------------+-----------------+
| Limited English proficiency                         | 29              |
+-----------------------------------------------------+-----------------+
| Older than norm for grade                           | 28              |
+-----------------------------------------------------+-----------------+
| Family or economic problems                         | 26              |
+-----------------------------------------------------+-----------------+

Source: SLIIDEA District Survey.

Sixty percent of districts track dropout risk factors for students with
disabilities.

The most commonly tracked risk factors are excessive absences (58
percent), significant discipline problems (53 percent), and suspensions
(48 percent).

Table 1-20. Percentage of Schools Reporting Factors Used To Select
Students for Participation in the School's Dropout Prevention
Program---Middle and High Schools: 1999--2000

  ----------------------------------------------------- -----------------
  Factors                                               Percent

  Academic performance                                  22

  Absentee record                                       21

  Counselor's referral                                  21

  Teacher referral                                      19

  Disciplinary problem                                  17

  Student previously retained in grade                  17

  Parental request                                      16

  Student older than norm for grade                     16

  Student request                                       13

  Disability category                                   4
  ----------------------------------------------------- -----------------

Source: SLIIDEA School Survey.

Academic performance (22 percent), absentee record (21 percent), and
counselor's referral (21 percent) are the most common factors used to
select students for participation in a middle or high school dropout
prevention program.

A student's disability category is the least likely reported factor (4
percent) used to select students for participation in a school's dropout
prevention program.

What do we know about the employment of older students with
disabilities?

Figure 1-54. Employment of Students Ages 15 Through 17 with Disabilities
in 1987 and 2001

+-----------------------------------------------------+-----------------+
| 1987                                                |                 |
+-----------------------------------------------------+-----------------+
| > Paid job outside the home                         | 51%             |
+-----------------------------------------------------+-----------------+
| > No paid job outside the home                      | 49%             |
+-----------------------------------------------------+-----------------+
| 2001                                                |                 |
+-----------------------------------------------------+-----------------+
| > Paid job outside the home                         | 60%             |
+-----------------------------------------------------+-----------------+
| > No paid job outside the home                      | 40%             |
+-----------------------------------------------------+-----------------+

Sources: NLTS Parent Survey; NLTS2 Parent Survey.

According to NLTS2, among 15- to 17-year-olds in 2001, 60 percent had
worked in 2000, a rate similar to the general population and up from 51
percent (p \< .01) in 1987.

The percentage of employed youth ages 15 through 17 making at least
minimum wage is equal to the percentage not making minimum wage (NLTS2).

The percentage of employed youth ages 15 through 17 making above minimum
wage increased from 41 percent in 1987 to 68 percent in 2001 (p \< .001)
(NLTS2).

What transition services are available to help students with
disabilities move from secondary school to adult life?

Table 1-21. Percentage of High Schools That Offered Various Services To
Help Students with Disabilities Transition From School to Adult Life:
1999--2000

  -----------------------------------------------------------------------
  Transition services                                Percent of high
                                                     schools
  -------------------------------------------------- --------------------
  Formal assessment of career skills or interests    99

  Career counseling                                  98

  Job applications instruction                       97

  Job search instruction                             97

  Job readiness or prevocational training            96

  Interviewing instruction                           96

  Postsecondary education/training applications      95
  assistance                                         

  Postsecondary and training institutions counseling 95

  Counseling about support services for students     94
  with disabilities                                  

  Counseling about financial aid                     92

  Community work experience                          89

  Community work exploration                         87

  Referrals to potential employers                   85

  Specific job skills training                       85

  Job coaches to monitor job performance             78

  Job coaches/staff who work with employers to       67
  modify jobs                                        

  Self-advocacy curriculum                           55
  -----------------------------------------------------------------------

Source: SLIIDEA School Survey.

Most districts offer a range of services to assist the transition of
students with disabilities to adult life. More than 90 percent of all
high schools offer a formal assessment of career skills or interests,
career counseling, job readiness or prevocational training, instructions
in job searching and other similar services, as well as counseling and
support regarding postsecondary institutions.

Between 80 percent and 90 percent of high schools offer community work
experience, community work exploration, referrals to potential
employers, and specific job skills training.

Fewer than 80 percent of high schools provide job coaches who work with
employers, job coaches who monitor performance, or a self-advocacy
curriculum.

Workforce

Who provides services to 6- through 21-year-olds with disabilities?

Table 1-22. Characteristics of Service Providers for Students with
Disabilities

  ---------------------------- ----------- ----------- ------------------- -----------------
  Demographics                 Special     General     Para-professional   Speech-language
                               education   education                       pathologist
                               teacher     teacher                         

  Sex: female                  85          76          94                  96

  Race/ethnicity: white        86          88          78                  94

  Identifying themselves as    14          6           5                   5
  having a disability                                                      

  Mean age                     43          43          44                  43
  ---------------------------- ----------- ----------- ------------------- -----------------

Source: SPeNSE Service Provider Survey.

Figure 1-55. Number of Different Disabilities on Special Educators'
Caseloads: 2000

  -------------------------------------------------- --------------------
  1 disability                                       21

  2-3 disabilities                                   46

  4-5 disabilities                                   24

  6 or more disabilities                             8
  -------------------------------------------------- --------------------

Source: SPeNSE Service Provider Survey.

Today's special educators must be innovative, adaptive, and prepared to
use an array of instructional approaches that suit students with a wide
variety of needs.

Almost 80 percent of special education teachers serve students with two
or more primary disabilities, and 32 percent teach students with four or
more different primary disabilities.

On average, almost one-fourth of their students are from a cultural or
linguistic group different from their own, and 7 percent of their
students are English language learners (SPeNSE Provider Survey).

References for Section I

U.S. Bureau of the Census. Population data for 2000 and 2001 retrieved
October 2003 from www.census.gov/popest/data/states/files/STCH-6R.CSV.
This file is now archived at
census.gov/popest/archives/2000s/vintage_2002/ST-EST2002/STCH-6R.txt/.

U.S. Bureau of the Census. Population data for 1999 retrieved October
2000 from www.census.gov/popest/archives/1990s/stats/st-99-10.txt.

U.S. Bureau of the Census. Population data for 1998 retrieved October
1999. This file is no longer available on the Web site.

Shackelford, J. (2002). State and jurisdictional eligibility definitions
for infants and toddlers with disabilities under IDEA (NECTAC Notes
No.11). Chapel Hill: The University of North Carolina, FPG Child
Development Institute, National Early Childhood Technical Assistance
Center.

Subcommittee on Attention-Deficit/Hyperactivity Disorder and Committee
on Quality Improvement. (2001). Pediatrics, 108(4), 1033.

U.S. Department of Education, National Center for Education Statistics.
National Household Education Survey, 1999 \[Computer file\]. ICPSR
version, Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement \[Producer\], 2000. Ann Arbor, MI:
Inter-university Consortium for Political and Social Research
\[Distributor\], 2003.

Section II.

The State Picture

Introduction to State Tables

This section of the report focuses on states. Most of the data included
are available by topic in the tables in vol. 2. In this section, data
from a variety of these tables are combined to provide a picture of
special education and early intervention services in each state. More
general information about the state, such as the size of the public
school enrollment and per-pupil expenditures, is also included.

Data are from the following tables in vol. 2 of this report:

Table AA1 Number of Children Served Under IDEA, Part B by Age Group,
During the 2001-02 School Year

Table AA13 Percentage (Based on Estimated Enrollment) of Children Ages
6-17 Served Under IDEA, Part B by Disability, During the 2001-02 School
Year

Table AA15 Racial/Ethnic Composition (Number and Percentage) of Students
Ages 6-21 Served Under IDEA, Part B by Disability, During the 2001-02
School Year

Table AB2 Number and Percentage of Children Ages 6-21 Served in
Different Educational Environments Under IDEA, Part B by Disability,
During the 2000-2001 School Year

Table AC2 Total Number of Teachers Employed (in Full-Time Equivalency)
To Provide Special Education and Related Services for Children and Youth
Ages 6-21 with Disabilities, During the 2000-2001 School Year

Table AD1 Number of Students Age 14 and Older Exiting Special Education,
During the 2000-2001 School Year

Table AH1 Number and Percentage (Based on 2001 Population Estimates) of
Infants and Toddlers Receiving Early Intervention Services, December 1,
2001

Table AH2 Number of At-Risk Infants and Toddlers Receiving Early
Intervention Services (Duplicated Count), December 1, 2001

Table AH3 Number of Infants and Toddlers Ages Birth Through 2 Served in
Different Early Intervention Settings Under Part C, December 1, 2000

Table AH4 Number of Infants and Toddlers Ages Birth Through 2 Exiting
Part C Programs, During the 2000-2001 Reporting Year

Table AH7 Racial/Ethnic Composition (Number and Percentage) of Infants
and Toddlers Ages Birth Through 2 Served Under IDEA, Part C by
Race/Ethnicity, December 1, 2001

Alabama

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       128
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         737,294
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,885
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 55.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       20.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 7,526

6-17 years old 83,857

18-21 years old 5,094

Percentage of 6-17 enrollment served under IDEA 11.4

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 20

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 46

Number of special education teachers for students ages 6-21 4,036

Percentage of fully certified special education teachers for students
ages 6-21 97

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             56.0

  National population \[U.S. Census Bureau, Population          63.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             42.3

  National population \[U.S. Census Bureau, Population          32.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             0.8

  National population \[U.S. Census Bureau, Population          2.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (47.9%)

  Outside regular classroom between 21 and 60% of time (40.4%)

  Outside regular classroom more than 60% of time (9.5%)

  Separate facilities\* (2.3%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Alabama Department of
Rehabilitation Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,086

Percentage of infants and toddlers served in the home 68

Percentage of infants and toddlers served in programs for typically
developing children 10.6

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        57.1

  National population \[U.S. Census Bureau, Population          63.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        40.4

  National population \[U.S. Census Bureau, Population          31.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        1.5

  National population \[U.S. Census Bureau, Population          3.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.7

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (0.0%)

  Not eligible, exit to other programs (8.1%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (11.8%)

  Eligibility not determined (55.8%)

  All other (24.3%)
  -----------------------------------------------------------------------

Alaska

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       53
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         134,358
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$9,216
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 65.6
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,678

6-17 years old 15,636

18-21 years old 703

Percentage of 6-17 enrollment served under IDEA 11.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 37

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 60

Number of special education teachers for students ages 6-21 1,096

Percentage of fully certified special education teachers for students
ages 6-21 95

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             56.1

  National population \[U.S. Census Bureau, Population          65.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             5.8

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.2

  National population \[U.S. Census Bureau, Population          5.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             31.7

  National population \[U.S. Census Bureau, Population          20.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             3.2

  National population \[U.S. Census Bureau, Population          4.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (57.9%)

  Outside regular classroom between 21 and 60% of time (27.7%)

  Outside regular classroom more than 60% of time (12.4%)

  Separate facilities\* (2.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Alaska Department of Health
and Social Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 624

Percentage of infants and toddlers served in the home 96

Percentage of infants and toddlers served in programs for typically
developing children 3.2

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        50.2

  National population \[U.S. Census Bureau, Population          62.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        4.2

  National population \[U.S. Census Bureau, Population          4.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        4.3

  National population \[U.S. Census Bureau, Population          7.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        37.0

  National population \[U.S. Census Bureau, Population          21.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        4.3

  National population \[U.S. Census Bureau, Population          4.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (45.5%)

  Not eligible, exit to other programs (9.5%)

  Not eligible, exit with no referral (4.4%)

  Complete prior to max age (6.3%)

  Eligibility not determined (5.5%)

  All other (28.7%)
  -----------------------------------------------------------------------

Arizona

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       323
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         922,180
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,278
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 88.2
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       18.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 9,906

6-17 years old 86,788

18-21 years old 4,192

Percentage of 6-17 enrollment served under IDEA 9.4

Percentage of students with disabilities ages 14-21 exiting school with
a diploma, 2000-01† 42

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 56

Number of special education teachers for students ages 6-21 5,632

Percentage of fully certified special education teachers for students
ages 6-21 88

†Arizona did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                            51.8

  National population \[U.S. Census Bureau, Population         52.7
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Black (not Hispanic)                                         

  Special education                                            6.0

  National population \[U.S. Census Bureau, Population         3.7
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Hispanic                                                     

  Special education                                            33.1

  National population \[U.S. Census Bureau, Population         34.8
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  American Indian/Alaska Native                                

  Special education                                            8.1

  National population \[U.S. Census Bureau, Population         6.9
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Asian/Pacific Islander                                       

  Special education                                            1.0

  National population \[U.S. Census Bureau, Population         1.9
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      
  ------------------------------------------------------------ ----------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (48.2%)

  Outside regular classroom between 21 and 60% of time (31.3%)

  Outside regular classroom more than 60% of time (17.6%)

  Separate facilities\* (2.8%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Arizona Department of
Economic Security

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,924

Percentage of infants and toddlers served in the home 71

Percentage of infants and toddlers served in programs for typically
developing children 0.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        47.8

  National population \[U.S. Census Bureau, Population          47.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        4.2

  National population \[U.S. Census Bureau, Population          3.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        36.8

  National population \[U.S. Census Bureau, Population          40.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        9.5

  National population \[U.S. Census Bureau, Population          6.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.6

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (73.2%)

  Not eligible, exit to other programs (0.3%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (0.8%)

  Eligibility not determined (0.1%)

  All other (25.7%)
  -----------------------------------------------------------------------

Arkansas

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       312
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         449,805
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,568
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 52.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       21.8
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 9,504

6-17 years old 51,684

18-21 years old 2,781

Percentage of 6-17 enrollment served under IDEA 11.5

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 57

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 38

Number of special education teachers for students ages 6-21 3,672

Percentage of fully certified special education teachers for students
ages 6-21 90

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                            69.7

  National population \[U.S. Census Bureau, Population         72.9
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Black (not Hispanic)                                         

  Special education                                            26.9

  National population \[U.S. Census Bureau, Population         21.0
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Hispanic                                                     

  Special education                                            2.5

  National population \[U.S. Census Bureau, Population         4.4
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  American Indian/Alaska Native                                

  Special education                                            0.6

  National population \[U.S. Census Bureau, Population         0.7
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Asian/Pacific Islander                                       

  Special education                                            0.3

  National population \[U.S. Census Bureau, Population         0.9
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      
  ------------------------------------------------------------ ----------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (38.3%)

  Outside regular classroom between 21 and 60% of time (45.4%)

  Outside regular classroom more than 60% of time (14.0%)

  Separate facilities\* (2.2%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Arkansas Department of Human
Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,774

Percentage of infants and toddlers served in the home 26

Percentage of infants and toddlers served in programs for typically
developing children 31.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        61.4

  National population \[U.S. Census Bureau, Population          70.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        35.0

  National population \[U.S. Census Bureau, Population          21.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.6

  National population \[U.S. Census Bureau, Population          6.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.7

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (5.6%)

  Not eligible, exit to other programs (1.3%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (18.5%)

  Eligibility not determined (0.7%)

  All other (73.8%)
  -----------------------------------------------------------------------

California

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       986
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         6,248,610
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,987
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 94.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       18.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 58,456

6-17 years old 573,818

18-21 years old 25,397

Percentage of 6-17 enrollment served under IDEA 9.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 48

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 39

Number of special education teachers for students ages 6-21 29,356

Percentage of fully certified special education teachers for students
ages 6-21 76

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                            38.6

  National population \[U.S. Census Bureau, Population         38.4
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Black (not Hispanic)                                         

  Special education                                            12.7

  National population \[U.S. Census Bureau, Population         7.6
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Hispanic                                                     

  Special education                                            42.3

  National population \[U.S. Census Bureau, Population         42.4
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  American Indian/Alaska Native                                

  Special education                                            0.9

  National population \[U.S. Census Bureau, Population         0.6
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      

  Asian/Pacific Islander                                       

  Special education                                            5.5

  National population \[U.S. Census Bureau, Population         10.9
  Estimates Program, Population Estimates for 2001, released   
  October 2003;                                                
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]      
  ------------------------------------------------------------ ----------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (60.7%)

  Outside regular classroom between 21 and 60% of time (17.9%)

  Outside regular classroom more than 60% of time (17.8%)

  Separate facilities\* (3.7%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services California Department of
Developmental Services

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
24,425

Percentage of infants and toddlers served in the home 58

Percentage of infants and toddlers served in programs for typically
developing children 0.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        32.6

  National population \[U.S. Census Bureau, Population          34.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        8.7

  National population \[U.S. Census Bureau, Population          6.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        50.9

  National population \[U.S. Census Bureau, Population          48.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.4

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        7.4

  National population \[U.S. Census Bureau, Population          10.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (41.0%)

  Not eligible, exit to other programs (30.2%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (19.4%)

  Eligibility not determined (1.6%)

  All other (8.0%)
  -----------------------------------------------------------------------

Colorado

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       178
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         742,145
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,567
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 84.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       12.2
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 8,581

6-17 years old 67,922

18-21 years old 3,580

Percentage of 6-17 enrollment served under IDEA 9.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 47

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 48

Number of special education teachers for students ages 6-21 4,125

Percentage of fully certified special education teachers for students
ages 6-21 78

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             66.1

  National population \[U.S. Census Bureau, Population          69.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             7.9

  National population \[U.S. Census Bureau, Population          4.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             22.9

  National population \[U.S. Census Bureau, Population          22.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             1.5

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.5

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (71.5%)

  Outside regular classroom between 21 and 60% of time (16.7%)

  Outside regular classroom more than 60% of time (8.0%)

  Separate facilities\* (3.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Colorado Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
4,044

Percentage of infants and toddlers served in the home 63

Percentage of infants and toddlers served in programs for typically
developing children 5.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        66.1

  National population \[U.S. Census Bureau, Population          63.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        4.9

  National population \[U.S. Census Bureau, Population          4.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        26.1

  National population \[U.S. Census Bureau, Population          28.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          2.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (34.8%)

  Not eligible, exit to other programs (2.0%)

  Not eligible, exit with no referral (1.6%)

  Complete prior to max age (4.5%)

  Eligibility not determined (8.6%)

  All other (48.5%)
  -----------------------------------------------------------------------

Connecticut

  ------------------------------------------------------------- ----------
  Number of regular school districts \[U.S. Department of       166
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         570,228
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$10,127
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 87.7
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       10.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 7,390

6-17 years old 63,053

18-21 years old 3,573

Percentage of 6-17 enrollment served under IDEA 11.1

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 50

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 48

Number of special education teachers for students ages 6-21 4,778

Percentage of fully certified special education teachers for students
ages 6-21 100

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             67.8

  National population \[U.S. Census Bureau, Population          71.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             15.5

  National population \[U.S. Census Bureau, Population          11.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             15.3

  National population \[U.S. Census Bureau, Population          13.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          2.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (55.1%)

  Outside regular classroom between 21 and 60% of time (22.3%)

  Outside regular classroom more than 60% of time (16.1%)

  Separate facilities\* (6.5%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis Systems (DANS).\]

Lead agency for early intervention services Connecticut Department of
Mental Retardation

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
3,879

Percentage of infants and toddlers served in the home 96

Percentage of infants and toddlers served in programs for typically
developing children 3.1

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        68.7

  National population \[U.S. Census Bureau, Population          68.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        12.2

  National population \[U.S. Census Bureau, Population          12.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        15.8

  National population \[U.S. Census Bureau, Population          15.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.2

  National population \[U.S. Census Bureau, Population          3.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (45.6%)

  Not eligible, exit to other programs (5.0%)

  Not eligible, exit with no referral (3.6%)

  Complete prior to max age (13.9%)

  Eligibility not determined (8.9%)

  All other (23.0%)
  -----------------------------------------------------------------------

Delaware

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       19
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         115,555
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,958
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 80.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       12.6
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,875

6-17 years old 14,730

18-21 years old 690

Percentage of 6-17 enrollment served under IDEA 12.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 55

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 37

Number of special education teachers for students ages 6-21 1,848

Percentage of fully certified special education teachers for students
ages 6-21 68

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             52.9

  National population \[U.S. Census Bureau, Population          66.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             40.1

  National population \[U.S. Census Bureau, Population          24.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             6.2

  National population \[U.S. Census Bureau, Population          6.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          2.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (32.5%)

  Outside regular classroom between 21 and 60% of time (44.0%)

  Outside regular classroom more than 60% of time (17.7%)

  Separate facilities\* (5.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Delaware of Health and
Social Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 903

Percentage of infants and toddlers served in the home 32

Percentage of infants and toddlers served in programs for typically
developing children 3.1

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        57.4

  National population \[U.S. Census Bureau, Population          63.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        27.4

  National population \[U.S. Census Bureau, Population          23.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        12.3

  National population \[U.S. Census Bureau, Population          9.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.7

  National population \[U.S. Census Bureau, Population          2.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (30.4%)

  Not eligible, exit to other programs (21.1%)

  Not eligible, exit with no referral (24.4%)

  Complete prior to max age (7.8%)

  Eligibility not determined (7.3%)

  All other (9.0%)
  -----------------------------------------------------------------------

District of Columbia

  ------------------------------------------------------------- ----------
  Number of regular school districts \[U.S. Department of       1
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         75,392
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$12,046
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 100.0
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       26.4
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 436

6-17 years old 10,975

18-21 years old 1,045

Percentage of 6-17 enrollment served under IDEA 14.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 21

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 61

Number of special education teachers for students ages 6-21 675

Percentage of fully certified special education teachers for students
ages 6-21 94

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             3.3

  National population \[U.S. Census Bureau, Population          19.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             90.8

  National population \[U.S. Census Bureau, Population          67.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             5.5

  National population \[U.S. Census Bureau, Population          9.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.0

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (4.4%)

  Outside regular classroom between 21 and 60% of time (21.5%)

  Outside regular classroom more than 60% of time (41.8%)

  Separate facilities\* (32.4%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services DC Department of Human
Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 279

Percentage of infants and toddlers served in the home 17

Percentage of infants and toddlers served in programs for typically
developing children 17.5

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        9.3

  National population \[U.S. Census Bureau, Population          18.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        70.6

  National population \[U.S. Census Bureau, Population          66.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        19.0

  National population \[U.S. Census Bureau, Population          12.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.0

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.1

  National population \[U.S. Census Bureau, Population          2.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (55.4%)

  Not eligible, exit to other programs (1.1%)

  Not eligible, exit with no referral (2.2%)

  Complete prior to max age (14.1%)

  Eligibility not determined (12.0%)

  All other (15.2%)
  -----------------------------------------------------------------------

Florida

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       67
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         2,500,478
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,170
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 89.3
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       17.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 32,590

6-17 years old 330,500

18-21 years old 16,519

Percentage of 6-17 enrollment served under IDEA 13.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 33

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 36

Number of special education teachers for students ages 6-21 17,163

Percentage of fully certified special education teachers for students
ages 6-21 86

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             53.2

  National population \[U.S. Census Bureau, Population          56.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             29.4

  National population \[U.S. Census Bureau, Population          21.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             16.3

  National population \[U.S. Census Bureau, Population          19.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.8

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (48.7%)

  Outside regular classroom between 21 and 60% of time (26.3%)

  Outside regular classroom more than 60% of time (22.5%)

  Separate facilities\* (2.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Florida Department of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
14,442

Percentage of infants and toddlers served in the home 24

Percentage of infants and toddlers served in programs for typically
developing children 3.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        58.5

  National population \[U.S. Census Bureau, Population          54.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        22.1

  National population \[U.S. Census Bureau, Population          21.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        18.5

  National population \[U.S. Census Bureau, Population          21.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.9

  National population \[U.S. Census Bureau, Population          2.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (35.9%)

  Not eligible, exit to other programs (3.1%)

  Not eligible, exit with no referral (16.8%)

  Complete prior to max age (19.9%)

  Eligibility not determined (1.0%)

  All other (23.4%)
  -----------------------------------------------------------------------

Georgia

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       180
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,470,634
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,929
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 71.6
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       17.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 17,709

6-17 years old 155,005

18-21 years old 5,525

Percentage of 6-17 enrollment served under IDEA 10.5

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 19

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 57

Number of special education teachers for students ages 6-21 10,901

Percentage of fully certified special education teachers for students
ages 6-21 96

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             55.8

  National population \[U.S. Census Bureau, Population          56.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             39.8

  National population \[U.S. Census Bureau, Population          34.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.4

  National population \[U.S. Census Bureau, Population          6.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.9

  National population \[U.S. Census Bureau, Population          2.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (36.2%)

  Outside regular classroom between 21 and 60% of time (35.1%)

  Outside regular classroom more than 60% of time (26.7%)

  Separate facilities\* (2.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Georgia Department of Human
Resources

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
3,512

Percentage of infants and toddlers served in the home 65

Percentage of infants and toddlers served in programs for typically
developing children 16.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        55.1

  National population \[U.S. Census Bureau, Population          54.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        35.4

  National population \[U.S. Census Bureau, Population          33.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        7.7

  National population \[U.S. Census Bureau, Population          9.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.7

  National population \[U.S. Census Bureau, Population          2.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (31.1%)

  Not eligible, exit to other programs (5.5%)

  Not eligible, exit with no referral (3.1%)

  Complete prior to max age (5.2%)

  Eligibility not determined (20.7%)

  All other (34.5%)
  -----------------------------------------------------------------------

Hawaii

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       1
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         184,546
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,596
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 91.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       14.3
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,930

6-17 years old 20,842

18-21 years old 754

Percentage of 6-17 enrollment served under IDEA 11.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 24

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 70

Number of special education teachers for students ages 6-21 1,974

Percentage of fully certified special education teachers for students
ages 6-21 72

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             20.4

  National population \[U.S. Census Bureau, Population          25.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             2.6

  National population \[U.S. Census Bureau, Population          3.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.6

  National population \[U.S. Census Bureau, Population          10.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             72.8

  National population \[U.S. Census Bureau, Population          60.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (44.8%)

  Outside regular classroom between 21 and 60% of time (34.0%)

  Outside regular classroom more than 60% of time (21.2%)

  Separate facilities\* (0.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Hawaii Department of Health

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
3,961

Percentage of infants and toddlers served in the home 76

Percentage of infants and toddlers served in programs for typically
developing children 2.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        9.5

  National population \[U.S. Census Bureau, Population          23.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        2.0

  National population \[U.S. Census Bureau, Population          3.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.3

  National population \[U.S. Census Bureau, Population          16.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        86.0

  National population \[U.S. Census Bureau, Population          56.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (17.4%)

  Not eligible, exit to other programs (10.%6)

  Not eligible, exit with no referral (4.3%)

  Complete prior to max age (16.0%)

  Eligibility not determined (3.9%)

  All other (47.9%)
  -----------------------------------------------------------------------

Idaho

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       114
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         246,521
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,725
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 66.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       15.2
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 3,650

6-17 years old 24,437

18-21 years old 1,013

Percentage of 6-17 enrollment served under IDEA 9.9

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 61

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 33

Number of special education teachers for students ages 6-21 1,024

Percentage of fully certified special education teachers for students
ages 6-21 92

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             84.5

  National population \[U.S. Census Bureau, Population          86.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             0.8

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             11.7

  National population \[U.S. Census Bureau, Population          10.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             2.2

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (65.2%)

  Outside regular classroom between 21 and 60% of time (25.9%)

  Outside regular classroom more than 60% of time (7.2%)

  Separate facilities\* (1.7%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Idaho Department of Health
and Welfare

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
1,257

Percentage of infants and toddlers served in the home 75

Percentage of infants and toddlers served in programs for typically
developing children 4.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        86.6

  National population \[U.S. Census Bureau, Population          83.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        10.1

  National population \[U.S. Census Bureau, Population          13.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        1.7

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (48.4%)

  Not eligible, exit to other programs (3.1%)

  Not eligible, exit with no referral (3.6%)

  Complete prior to max age (18.0%)

  Eligibility not determined (1.0%)

  All other (25.9%)
  -----------------------------------------------------------------------

Illinois

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       893
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         2,071,391
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,643
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 87.8
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       14.6
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 29,664

6-17 years old 264,538

18-21 years old 12,153

Percentage of 6-17 enrollment served under IDEA 12.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 55

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 40

Number of special education teachers for students ages 6-21 22,660

Percentage of fully certified special education teachers for students
ages 6-21 94

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             63.2

  National population \[U.S. Census Bureau, Population          61.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             24.2

  National population \[U.S. Census Bureau, Population          18.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             11.3

  National population \[U.S. Census Bureau, Population          16.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.1

  National population \[U.S. Census Bureau, Population          3.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (36.4%)

  Outside regular classroom between 21 and 60% of time (29%)

  Outside regular classroom more than 60% of time (28.6%)

  Separate facilities§ (6.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Illinois Department Human
Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
10,021

Percentage of infants and toddlers served in the home 65

Percentage of infants and toddlers served in programs for typically
developing children 1.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        56.2

  National population \[U.S. Census Bureau, Population          57.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        25.0

  National population \[U.S. Census Bureau, Population          18.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        17.4

  National population \[U.S. Census Bureau, Population          21.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.3

  National population \[U.S. Census Bureau, Population          3.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (17.2%)

  Not eligible, exit to other programs (2.7%)

  Not eligible, exit with no referral (0.6%)

  Complete prior to max age (3.1%)

  Eligibility not determined (26.1%)

  All other (50.3%)
  -----------------------------------------------------------------------

Indiana

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       294
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         996,133
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,630
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 70.8
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       12.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 16,347

6-17 years old 138,307

18-21 years old 6,865

Percentage of 6-17 enrollment served under IDEA 13.9

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 42

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 48

Number of special education teachers for students ages 6-21 6,378

Percentage of fully certified special education teachers for students
ages 6-21 87

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             84.3

  National population \[U.S. Census Bureau, Population          83.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             12.9

  National population \[U.S. Census Bureau, Population          10.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             2.3

  National population \[U.S. Census Bureau, Population          4.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (58.2%)

  Outside regular classroom between 21 and 60% of time (18.3%)

  Outside regular classroom more than 60% of time (21.3%)

  Separate facilities\* (2.3%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Indiana Family and Social
Services Administration

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
9,165

Percentage of infants and toddlers served in the home 84

Percentage of infants and toddlers served in programs for typically
developing children 2.6

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        83.8

  National population \[U.S. Census Bureau, Population          81.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        10.4

  National population \[U.S. Census Bureau, Population          11.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        4.2

  National population \[U.S. Census Bureau, Population          6.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.4

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (22.4%)

  Not eligible, exit to other programs (15.1%)

  Not eligible, exit with no referral (4.5%)

  Complete prior to max age (23.6%)

  Eligibility not determined (0.5%)

  All other (34.0%)
  -----------------------------------------------------------------------

Iowa

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       371
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         485,932
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,930
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 61.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       10.8
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 5,487

6-17 years old 64,100

18-21 years old 3,497

Percentage of 6-17 enrollment served under IDEA 13.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 56

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 40

Number of special education teachers for students ages 6-21 5,373

Percentage of fully certified special education teachers for students
ages 6-21 89

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             88.8

  National population \[U.S. Census Bureau, Population          91.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             6.3

  National population \[U.S. Census Bureau, Population          3.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.4

  National population \[U.S. Census Bureau, Population          4.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.8

  National population \[U.S. Census Bureau, Population          1.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (45.2%)

  Outside regular classroom between 21 and 60% of time (36.2%)

  Outside regular classroom more than 60% of time (14.8%)

  Separate facilities\* (3.8%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Iowa Department of Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
1,637

Percentage of infants and toddlers served in the home 85

Percentage of infants and toddlers served in programs for typically
developing children 5.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        89.4

  National population \[U.S. Census Bureau, Population          88.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          3.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        5.2

  National population \[U.S. Census Bureau, Population          6.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.7

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.9

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (25.3%)

  Not eligible, exit to other programs (2.6%)

  Not eligible, exit with no referral (13.8%)

  Complete prior to max age (18.2%)

  Eligibility not determined (0.4%)

  All other (39.8%)
  -----------------------------------------------------------------------

Kansas

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       304
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         470,205
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,925
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 71.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 8,135

6-17 years old 50,982

18-21 years old 2,756

Percentage of 6-17 enrollment served under IDEA 10.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma, 2000-01† 64

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 34

Number of special education teachers for students ages 6-21 3,483

Percentage of fully certified special education teachers for students
ages 6-21 95

†Kansas did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             79.3

  National population \[U.S. Census Bureau, Population          80.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             11.3

  National population \[U.S. Census Bureau, Population          7.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             7.3

  National population \[U.S. Census Bureau, Population          9.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             1.2

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.8

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (58.8%)

  Outside regular classroom between 21 and 60% of time (25.8%)

  Outside regular classroom more than 60% of time (12.4%)

  Separate facilities\* (3.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Kansas Department of Health
and Environment

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,738

Percentage of infants and toddlers served in the home 82.2

Percentage of infants and toddlers served in programs for typically
developing children 6.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        74.6

  National population \[U.S. Census Bureau, Population          76.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        10.7

  National population \[U.S. Census Bureau, Population          7.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        12.1

  National population \[U.S. Census Bureau, Population          13.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.0

  National population \[U.S. Census Bureau, Population          2.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (50.6%)

  Not eligible, exit to other programs (3.1%)

  Not eligible, exit with no referral (2.5%)

  Complete prior to max age (20.7%)

  Eligibility not determined (0.6%)

  All other (22.5%)
  -----------------------------------------------------------------------

Kentucky

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       176
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         654,363
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,079
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 55.8
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       19.3
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 17,747

6-17 years old 77,152

18-21 years old 3,247

Percentage of 6-17 enrollment served under IDEA 11.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 46

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 45

Number of special education teachers for students ages 6-21 5,690

Percentage of fully certified special education teachers for students
ages 6-21 84

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             85.5

  National population \[U.S. Census Bureau, Population          87.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             13.5

  National population \[U.S. Census Bureau, Population          9.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (50.8%)

  Outside regular classroom between 21 and 60% of time (32.0%)

  Outside regular classroom more than 60% of time (14.7%)

  Separate facilities\* (2.5%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Kentucky Cabinet for Health
Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
3,810

Percentage of infants and toddlers served in the home 92

Percentage of infants and toddlers served in programs for typically
developing children 0.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        84.9

  National population \[U.S. Census Bureau, Population          86.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        11.3

  National population \[U.S. Census Bureau, Population          9.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.5

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.1

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (10.7%)

  Not eligible, exit to other programs (0.0%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (10.6%)

  Eligibility not determined (64.3%)

  All other (14.4%)
  -----------------------------------------------------------------------

Louisiana

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       66
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         731,328
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,037
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 72.6
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       24.4
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 10,061

6-17 years old 83,932

18-21 years old 5,332

Percentage of 6-17 enrollment served under IDEA 11.5

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 17

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 61

Number of special education teachers for students ages 6-21 8,343

Percentage of fully certified special education teachers for students
ages 6-21 69

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             44.7

  National population \[U.S. Census Bureau, Population          55.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             53.2

  National population \[U.S. Census Bureau, Population          39.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (44.5%)

  Outside regular classroom between 21 and 60% of time (22.5%)

  Outside regular classroom more than 60% of time (30.4%)

  Separate facilities\* (2.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services son this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Louisiana Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,311

Percentage of infants and toddlers served in the home 88

Percentage of infants and toddlers served in programs for typically
developing children 0.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        50.7

  National population \[U.S. Census Bureau, Population          54.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        46.5

  National population \[U.S. Census Bureau, Population          40.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        1.3

  National population \[U.S. Census Bureau, Population          2.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.4

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.0

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (53.6%)

  Not eligible, exit to other programs (2.4%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (9.5%)

  Eligibility not determined (9.7%)

  All other (24.8%)
  -----------------------------------------------------------------------

Maine

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       282
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         205,586
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,232
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 40.2
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       12.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 4,230

6-17 years old 30,793

18-21 years old 1,557

Percentage of 6-17 enrollment served under IDEA 15.0

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 57

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 38

Number of special education teachers for students ages 6-21 2,242

Percentage of fully certified special education teachers for students
ages 6-21 93

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             97.1

  National population \[U.S. Census Bureau, Population          96.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.2

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (52.2%)

  Outside regular classroom between 21 and 60% of time (31.4%)

  Outside regular classroom more than 60% of time (13.3%)

  Separate facilities\* (3.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Maine Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 947

Percentage of infants and toddlers served in the home 30

Percentage of infants and toddlers served in programs for typically
developing children 16.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        97.4

  National population \[U.S. Census Bureau, Population          95.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        1.0

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.4

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (77.2%)

  Not eligible, exit to other programs (1.2%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (11.9%)

  Eligibility not determined (0.2%)

  All other (9.5%)
  -----------------------------------------------------------------------

Maryland

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       24
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         860,640
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,256
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 86.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       10.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 10,614

6-17 years old 97,603

18-21 years old 4,209

Percentage of 6-17 enrollment served under IDEA 11.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 56

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 36

Number of special education teachers for students ages 6-21 6,528

Percentage of fully certified special education teachers for students
ages 6-21 86

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             52.9

  National population \[U.S. Census Bureau, Population          57.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             40.6

  National population \[U.S. Census Bureau, Population          32.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             4.4

  National population \[U.S. Census Bureau, Population          5.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.7

  National population \[U.S. Census Bureau, Population          4.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (46.4%)

  Outside regular classroom between 21 and 60% of time (22.5%)

  Outside regular classroom more than 60% of time (23.2%)

  Separate facilities\* (8.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Maryland Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
4,900

Percentage of infants and toddlers served in the home 69

Percentage of infants and toddlers served in programs for typically
developing children 3.6

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        57.6

  National population \[U.S. Census Bureau, Population          55.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        35.6

  National population \[U.S. Census Bureau, Population          32.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        4.3

  National population \[U.S. Census Bureau, Population          6.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (48.2%)

  Not eligible, exit to other programs (3.9%)

  Not eligible, exit with no referral (11.6%)

  Complete prior to max age (15.0%)

  Eligibility not determined (0.0%)

  All other (21.4%)
  -----------------------------------------------------------------------

Massachusetts

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       350
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         973,140
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$9,509
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 91.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 13,070

6-17 years old 129,711

18-21 years old 7,222

Percentage of 6-17 enrollment served under IDEA 13.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma, 2000-01† 59

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 38

Number of special education teachers for students ages 6-21 10,266

Percentage of fully certified special education teachers for students
ages 6-21 100

†Massachusetts did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             73.2

  National population \[U.S. Census Bureau, Population          77.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             11.6

  National population \[U.S. Census Bureau, Population          7.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             12.9

  National population \[U.S. Census Bureau, Population          10.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.9

  National population \[U.S. Census Bureau, Population          4.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (18.2%)

  Outside regular classroom between 21 and 60% of time (57.5%)

  Outside regular classroom more than 60% of time (15.5%)

  Separate facilities\* (8.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Massachusetts Department of
Public Health

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
12,906

Percentage of infants and toddlers served in the home 100

Percentage of infants and toddlers served in programs for typically
developing children 0.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        75.0

  National population \[U.S. Census Bureau, Population          75.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        8.2

  National population \[U.S. Census Bureau, Population          7.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        13.4

  National population \[U.S. Census Bureau, Population          12.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.3

  National population \[U.S. Census Bureau, Population          4.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (46.9%)

  Not eligible, exit to other programs (6.7%)

  Not eligible, exit with no referral (5.0%)

  Complete prior to max age (19.6%)

  Eligibility not determined (5.4%)

  All other (16.4%)
  -----------------------------------------------------------------------

Michigan

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       554
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,730,668
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,278
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 74.7
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 20,887

6-17 years old 194,401

18-21 years old 10,773

Percentage of 6-17 enrollment served under IDEA 11.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 37

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 57

Number of special education teachers for students ages 6-21 13,479

Percentage of fully certified special education teachers for students
ages 6-21 92

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             74.7

  National population \[U.S. Census Bureau, Population          75.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             19.8

  National population \[U.S. Census Bureau, Population          17.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.6

  National population \[U.S. Census Bureau, Population          4.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.9

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          2.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (44.4%)

  Outside regular classroom between 21 and 60% of time (28.5%)

  Outside regular classroom more than 60% of time (23.3%)

  Separate facilities\* (4.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Michigan Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
7,094

Percentage of infants and toddlers served in the home 77

Percentage of infants and toddlers served in programs for typically
developing children 0.5

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        77.8

  National population \[U.S. Census Bureau, Population          73.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        15.0

  National population \[U.S. Census Bureau, Population          17.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        4.8

  National population \[U.S. Census Bureau, Population          6.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        1.0

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.4

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (44.2%)

  Not eligible, exit to other programs (3.3%)

  Not eligible, exit with no referral (12.7%)

  Complete prior to max age (6.9%)

  Eligibility not determined (4.0%)

  All other (29.0%)
  -----------------------------------------------------------------------

Minnesota

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       417
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         851,384
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,645
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 70.9
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       8.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 11,804

6-17 years old 94,478

18-21 years old 4,682

Percentage of 6-17 enrollment served under IDEA 11.1

Percentage of students with disabilities ages 14-21 exiting school with
a diploma† 48

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 51

Number of special education teachers for students ages 6-21 7,716

Percentage of fully certified special education teachers for students
ages 6-21 91

†Minnesota did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             80.3

  National population \[U.S. Census Bureau, Population          85.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             9.7

  National population \[U.S. Census Bureau, Population          5.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.5

  National population \[U.S. Census Bureau, Population          3.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             3.3

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             3.2

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (63.7%)

  Outside regular classroom between 21 and 60% of time (22.1%)

  Outside regular classroom more than 60% of time (8.7%)

  Separate facilities\* (5.5%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Minnesota Department of
Children, Families, and Learning

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
3,052

Percentage of infants and toddlers served in the home 77

Percentage of infants and toddlers served in programs for typically
developing children 4.5

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        83.9

  National population \[U.S. Census Bureau, Population          81.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        6.7

  National population \[U.S. Census Bureau, Population          6.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        4.7

  National population \[U.S. Census Bureau, Population          6.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          1.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.5

  National population \[U.S. Census Bureau, Population          4.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (82.0%)

  Not eligible, exit to other programs (0.0%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (12.8%)

  Eligibility not determined (0.0%)

  All other (5.2%)
  -----------------------------------------------------------------------

Mississippi

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       152
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         493,507
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,175
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 48.8
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       24.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 6,902

6-17 years old 52,533

18-21 years old 2,761

Percentage of 6-17 enrollment served under IDEA 10.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 22

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 35

Number of special education teachers for students ages 6-21 4,229

Percentage of fully certified special education teachers for students
ages 6-21 92

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             44.7

  National population \[U.S. Census Bureau, Population          52.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             54.5

  National population \[U.S. Census Bureau, Population          44.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             0.5

  National population \[U.S. Census Bureau, Population          1.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (47.1%)

  Outside regular classroom between 21 and 60% of time (28.6%)

  Outside regular classroom more than 60% of time (22.2%)

  Separate facilities\* (2.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Mississippi State Department
of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,030

Percentage of infants and toddlers served in the home 51

Percentage of infants and toddlers served in programs for typically
developing children 6.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        44.9

  National population \[U.S. Census Bureau, Population          52.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        53.9

  National population \[U.S. Census Bureau, Population          44.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (28.4%)

  Not eligible, exit to other programs (9.1%)

  Not eligible, exit with no referral (7.8%)

  Complete prior to max age (12.3%)

  Eligibility not determined (10.3%)

  All other (32.1%)
  -----------------------------------------------------------------------

Missouri

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       524
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         909,792
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,657
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 69.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       14.8
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 12,222

6-17 years old 122,521

18-21 years old 6,781

Percentage of 6-17 enrollment served under IDEA 13.5

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 58

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 37

Number of special education teachers for students ages 6-21 8,697

Percentage of fully certified special education teachers for students
ages 6-21 93

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             77.4

  National population \[U.S. Census Bureau, Population          81.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             20.7

  National population \[U.S. Census Bureau, Population          14.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.3

  National population \[U.S. Census Bureau, Population          2.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (53.2%)

  Outside regular classroom between 21 and 60% of time (30.9%)

  Outside regular classroom more than 60% of time (12.6%)

  Separate facilities\* (3.4%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Missouri Department of
Elementary and Secondary Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,825

Percentage of infants and toddlers served in the home 79

Percentage of infants and toddlers served in programs for typically
developing children 7.9

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        84.5

  National population \[U.S. Census Bureau, Population          79.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        12.5

  National population \[U.S. Census Bureau, Population          14.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        1.9

  National population \[U.S. Census Bureau, Population          3.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.9

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (57.1%)

  Not eligible, exit to other programs (5.1%)

  Not eligible, exit with no referral (4.9%)

  Complete prior to max age (10.5%)

  Eligibility not determined (4.1%)

  All other (18.3%)
  -----------------------------------------------------------------------

Montana

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       452
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         151,947
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,726
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 54.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       18.8
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,687

6-17 years old 16,731

18-21 years old 844

Percentage of 6-17 enrollment served under IDEA 11.0

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 63

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 35

Number of special education teachers for students ages 6-21 881

Percentage of fully certified special education teachers for students
ages 6-21 95

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             81.3

  National population \[U.S. Census Bureau, Population          86.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             0.9

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.9

  National population \[U.S. Census Bureau, Population          2.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             15.1

  National population \[U.S. Census Bureau, Population          9.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (55.2%)

  Outside regular classroom between 21 and 60% of time (32.5%)

  Outside regular classroom more than 60% of time (10.7%)

  Separate facilities\* (1.7%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Montana Department of Public
Health and Human Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 600

Percentage of infants and toddlers served in the home 91

Percentage of infants and toddlers served in programs for typically
developing children 5.2

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        80.0

  National population \[U.S. Census Bureau, Population          84.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        0.7

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.7

  National population \[U.S. Census Bureau, Population          3.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        15.7

  National population \[U.S. Census Bureau, Population          10.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.0

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (29.1%)

  Not eligible, exit to other programs (5.6%)

  Not eligible, exit with no referral (5.0%)

  Complete prior to max age (17.3%)

  Eligibility not determined (6.9%)

  All other (36.1%)
  -----------------------------------------------------------------------

Nebraska

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       555
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         285,095
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,223
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 69.8
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 3,896

6-17 years old 37,525

18-21 years old 2,443

Percentage of 6-17 enrollment served under IDEA 13.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 42

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 54

Number of special education teachers for students ages 6-21 2,218

Percentage of fully certified special education teachers for students
ages 6-21 98

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             81.7

  National population \[U.S. Census Bureau, Population          84.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             8.3

  National population \[U.S. Census Bureau, Population          5.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             6.7

  National population \[U.S. Census Bureau, Population          7.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             2.4

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.9

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (59.3%)

  Outside regular classroom between 21 and 60% of time (25.2%)

  Outside regular classroom more than 60% of time (12.9%)

  Separate facilities\* (2.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Nebraska Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 953

Percentage of infants and toddlers served in the home 68

Percentage of infants and toddlers served in programs for typically
developing children 10.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        84.6

  National population \[U.S. Census Bureau, Population          79.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        3.7

  National population \[U.S. Census Bureau, Population          5.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        9.9

  National population \[U.S. Census Bureau, Population          11.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        1.1

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (30.8%)

  Not eligible, exit to other programs (10.3%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (0.0%)

  Eligibility not determined (57.8%)

  All other (1.1%)
  -----------------------------------------------------------------------

Nevada

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       17
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         356,814
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,807
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 91.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.6
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 3,976

6-17 years old 34,957

18-21 years old 1,294

Percentage of 6-17 enrollment served under IDEA 9.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 22

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 46

Number of special education teachers for students ages 6-21 2,027

Percentage of fully certified special education teachers for students
ages 6-21 97

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             57.3

  National population \[U.S. Census Bureau, Population          58.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             15.0

  National population \[U.S. Census Bureau, Population          8.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             22.2

  National population \[U.S. Census Bureau, Population          27.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             2.7

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             2.8

  National population \[U.S. Census Bureau, Population          4.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (50.7%)

  Outside regular classroom between 21 and 60% of time (31.4%)

  Outside regular classroom more than 60% of time (15.7%)

  Separate facilities\* (2.2%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Nevada Department of Human
Resources

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 895

Percentage of infants and toddlers served in the home 44

Percentage of infants and toddlers served in programs for typically
developing children 5.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        57.8

  National population \[U.S. Census Bureau, Population          52.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        10.9

  National population \[U.S. Census Bureau, Population          7.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        24.5

  National population \[U.S. Census Bureau, Population          33.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        4.6

  National population \[U.S. Census Bureau, Population          4.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (28.6%)

  Not eligible, exit to other programs (1.6%)

  Not eligible, exit with no referral (3.4%)

  Complete prior to max age (11.6%)

  Eligibility not determined (19.8%)

  All other (35.1%)
  -----------------------------------------------------------------------

New Hampshire

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       178
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         206,847
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,286
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 59.3
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       6.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 2,452

6-17 years old 26,399

18-21 years old 1,419

Percentage of 6-17 enrollment served under IDEA 12.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 49

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 48

Number of special education teachers for students ages 6-21 2,086

Percentage of fully certified special education teachers for students
ages 6-21 83

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             96.6

  National population \[U.S. Census Bureau, Population          94.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.7

  National population \[U.S. Census Bureau, Population          2.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (73.9%)

  Outside regular classroom between 21 and 60% of time (17.6%)

  Outside regular classroom more than 60% of time (3.9%)

  Separate facilities\* (4.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services New Hampshire Department of
Health and Human Services

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
1,174

Percentage of infants and toddlers served in the home 94

Percentage of infants and toddlers served in programs for typically
developing children 5.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        92.1

  National population \[U.S. Census Bureau, Population          93.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        1.8

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.8

  National population \[U.S. Census Bureau, Population          3.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.0

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (57.6%)

  Not eligible, exit to other programs (0.0%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (28.9%)

  Eligibility not determined (0.0%)

  All other (13.5%)
  -----------------------------------------------------------------------

New Jersey

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       603
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,341,656
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$11,248
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 94.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       10.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 16,716

6-17 years old 202,000

18-21 years old 10,128

Percentage of 6-17 enrollment served under IDEA 15.1

Percentage of students with disabilities ages 14-21 exiting school with
a diploma† 71

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 27

Number of special education teachers for students ages 6-21 16,067

Percentage of fully certified special education teachers for students
ages 6-21 98

†New Jersey did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             61.0

  National population \[U.S. Census Bureau, Population          60.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             21.6

  National population \[U.S. Census Bureau, Population          16.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             14.9

  National population \[U.S. Census Bureau, Population          16.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             2.3

  National population \[U.S. Census Bureau, Population          6.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (44.2%)

  Outside regular classroom between 21 and 60% of time (27.8%)

  Outside regular classroom more than 60% of time (18.1%)

  Separate facilities\* (9.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services New Jersey Department of
Health and Senior Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
6,412

Percentage of infants and toddlers served in the home 92

Percentage of infants and toddlers served in programs for typically
developing children 4.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        65.2

  National population \[U.S. Census Bureau, Population          57.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        16.5

  National population \[U.S. Census Bureau, Population          16.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        13.5

  National population \[U.S. Census Bureau, Population          19.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        4.5

  National population \[U.S. Census Bureau, Population          7.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (50.4%)

  Not eligible, exit to other programs (4.4%)

  Not eligible, exit with no referral (2.1%)

  Complete prior to max age (10.3%)

  Eligibility not determined (18.8%)

  All other (14.0%)
  -----------------------------------------------------------------------

New Mexico

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       89
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         320,260
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,313
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 75.0
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       25.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 5,145

6-17 years old 44,769

18-21 years old 2,311

Percentage of 6-17 enrollment served under IDEA 14.0

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 46

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 51

Number of special education teachers for students ages 6-21 3,981

Percentage of fully certified special education teachers for students
ages 6-21 90

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             32.0

  National population \[U.S. Census Bureau, Population          35.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             3.2

  National population \[U.S. Census Bureau, Population          2.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             52.2

  National population \[U.S. Census Bureau, Population          49.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             12.1

  National population \[U.S. Census Bureau, Population          12.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.5

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (33.3%)

  Outside regular classroom between 21 and 60% of time (32.4%)

  Outside regular classroom more than 60% of time (32.5%)

  Separate facilities\* (1.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services New Mexico Department of
Health

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
1,834

Percentage of infants and toddlers served in the home 65

Percentage of infants and toddlers served in programs for typically
developing children 1.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        30.4

  National population \[U.S. Census Bureau, Population          32.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        2.3

  National population \[U.S. Census Bureau, Population          2.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        49.2

  National population \[U.S. Census Bureau, Population          52.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        16.9

  National population \[U.S. Census Bureau, Population          12.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.2

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (33.7%)

  Not eligible, exit to other programs (11.5%)

  Not eligible, exit with no referral (4.2%)

  Complete prior to max age (8.9%)

  Eligibility not determined (4.6%)

  All other (37.1%)
  -----------------------------------------------------------------------

New York

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       703
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         2,872,132
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$10,716
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 87.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       19.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 53,313

6-17 years old 364,975

18-21 years old 21,944

Percentage of 6-17 enrollment served under IDEA 12.7

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 37

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 43

Number of special education teachers for students ages 6-21 40,264

Percentage of fully certified special education teachers for students
ages 6-21 75

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             53.6

  National population \[U.S. Census Bureau, Population          56.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             23.8

  National population \[U.S. Census Bureau, Population          18.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             19.9

  National population \[U.S. Census Bureau, Population          19.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             2.2

  National population \[U.S. Census Bureau, Population          5.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (49.5%)

  Outside regular classroom between 21 and 60% of time (12.9%)

  Outside regular classroom more than 60% of time (29.8%)

  Separate facilities\* (7.8%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services New York Department of
Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
30,417

Percentage of infants and toddlers served in the home 76

Percentage of infants and toddlers served in programs for typically
developing children 1.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        69.1

  National population \[U.S. Census Bureau, Population          53.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        12.4

  National population \[U.S. Census Bureau, Population          18.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        15.4

  National population \[U.S. Census Bureau, Population          21.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.9

  National population \[U.S. Census Bureau, Population          6.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (45.6%)

  Not eligible, exit to other programs (1.8%)

  Not eligible, exit with no referral (2.7%)

  Complete prior to max age (14.5%)

  Eligibility not determined (21.2%)

  All other (14.2%)
  -----------------------------------------------------------------------

North Carolina

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       121
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,315,363
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,346
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 60.2
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       16.5
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 19,010

6-17 years old 161,850

18-21 years old 6,112

Percentage of 6-17 enrollment served under IDEA 12.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 34

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 47

Number of special education teachers for students ages 6-21 9,522

Percentage of fully certified special education teachers for students
ages 6-21 83

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             57.9

  National population \[U.S. Census Bureau, Population          63.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             36.6

  National population \[U.S. Census Bureau, Population          26.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             2.9

  National population \[U.S. Census Bureau, Population          6.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             1.8

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          1.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (58.5%)

  Outside regular classroom between 21 and 60% of time (21.9%)

  Outside regular classroom more than 60% of time (17.5%)

  Separate facilities\* (2.2%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services North Carolina Department of
Health and Human Services

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
5,655

Percentage of infants and toddlers served in the home 84

Percentage of infants and toddlers served in programs for typically
developing children 9.7

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        55.9

  National population \[U.S. Census Bureau, Population          62.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        32.2

  National population \[U.S. Census Bureau, Population          24.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        7.0

  National population \[U.S. Census Bureau, Population          9.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        1.9

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.0

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (28.4%)

  Not eligible, exit to other programs (8.2%)

  Not eligible, exit with no referral (0.0%)

  Complete prior to max age (3.2%)

  Eligibility not determined (36.4%)

  All other (23.7%)
  -----------------------------------------------------------------------

North Dakota

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       222
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         106,047
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,125
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 55.9
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,294

6-17 years old 11,627

18-21 years old 706

Percentage of 6-17 enrollment served under IDEA 11.0

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 63

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 33

Number of special education teachers for students ages 6-21 746

Percentage of fully certified special education teachers for students
ages 6-21 95

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             86.3

  National population \[U.S. Census Bureau, Population          89.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.3

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.7

  National population \[U.S. Census Bureau, Population          1.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             10.1

  National population \[U.S. Census Bureau, Population          7.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.6

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (78.9%)

  Outside regular classroom between 21 and 60% of time (15.5%)

  Outside regular classroom more than 60% of time (3.7%)

  Separate facilities\* (2.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services North Dakota Department of
Human Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 371

Percentage of infants and toddlers served in the home 92

Percentage of infants and toddlers served in programs for typically
developing children 6.9

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        80.1

  National population \[U.S. Census Bureau, Population          85.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        2.2

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        13.8

  National population \[U.S. Census Bureau, Population          9.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.9

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (1.0%)

  Not eligible, exit to other programs (14.1%)

  Not eligible, exit with no referral (7.1%)

  Complete prior to max age (12.1%)

  Eligibility not determined (4.0%)

  All other (61.6%)
  -----------------------------------------------------------------------

Ohio

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       662
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,830,985
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,571
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 77.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       14.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 19,075

6-17 years old 206,344

18-21 years old 13,128

Percentage of 6-17 enrollment served under IDEA 11.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma† 69

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 22

Number of special education teachers for students ages 6-21 13,927

Percentage of fully certified special education teachers for students
ages 6-21 95

†Ohio did not report any students receiving a certificate of completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             78.3

  National population \[U.S. Census Bureau, Population          81.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             19.3

  National population \[U.S. Census Bureau, Population          14.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.8

  National population \[U.S. Census Bureau, Population          2.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (41.0%)

  Outside regular classroom between 21 and 60% of time (31.9%)

  Outside regular classroom more than 60% of time (19.0%)

  Separate facilities\* (8.2%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Ohio Department of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
7,612

Percentage of infants and toddlers served in the home 55

Percentage of infants and toddlers served in programs for typically
developing children 2.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        78.6

  National population \[U.S. Census Bureau, Population          80.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        16.7

  National population \[U.S. Census Bureau, Population          15.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        3.3

  National population \[U.S. Census Bureau, Population          3.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.2

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (25.4%)

  Not eligible, exit to other programs (10.8%)

  Not eligible, exit with no referral (17.2%)

  Complete prior to max age (2.6%)

  Eligibility not determined (10.3%)

  All other (33.5%)
  -----------------------------------------------------------------------

Oklahoma

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       543
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         622,139
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,019
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 65.3
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       20.0
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 6,714

6-17 years old 76,821

18-21 years old 4,266

Percentage of 6-17 enrollment served under IDEA 12.4

Percentage of students with disabilities ages 14-21 exiting school with
a diploma† 58

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 41

Number of special education teachers for students ages 6-21 4,244

Percentage of fully certified special education teachers for students
ages 6-21 98

†Oklahoma did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             65.5

  National population \[U.S. Census Bureau, Population          70.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             14.3

  National population \[U.S. Census Bureau, Population          10.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             3.2

  National population \[U.S. Census Bureau, Population          7.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             15.0

  National population \[U.S. Census Bureau, Population          10.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             2.0

  National population \[U.S. Census Bureau, Population          1.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (46.8%)

  Outside regular classroom between 21 and 60% of time (39.3%)

  Outside regular classroom more than 60% of time (12.3%)

  Separate facilities\* (1.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Oklahoma State Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,627

Percentage of infants and toddlers served in the home 93

Percentage of infants and toddlers served in programs for typically
developing children 0.0

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        74.2

  National population \[U.S. Census Bureau, Population          67.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        11.0

  National population \[U.S. Census Bureau, Population          10.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        7.4

  National population \[U.S. Census Bureau, Population          9.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        6.2

  National population \[U.S. Census Bureau, Population          10.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.1

  National population \[U.S. Census Bureau, Population          1.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (28.5%)

  Not eligible, exit to other programs (5.5%)

  Not eligible, exit with no referral (0.8%)

  Complete prior to max age (6.3%)

  Eligibility not determined (11.3%)

  All other (47.6%)
  -----------------------------------------------------------------------

Oregon

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       198
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         551,480
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,528
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 78.7
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       15.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data on special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 7,227

6-17 years old 65,866

18-21 years old 3,036

Percentage of 6-17 enrollment served under IDEA 11.9

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 33

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 55

Number of special education teachers for students ages 6-21 3,063

Percentage of fully certified special education teachers for students
ages 6-21 96

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             83.2

  National population \[U.S. Census Bureau, Population          80.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             3.5

  National population \[U.S. Census Bureau, Population          2.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             9.2

  National population \[U.S. Census Bureau, Population          11.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             2.3

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.8

  National population \[U.S. Census Bureau, Population          3.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (72.0%)

  Outside regular classroom between 21 and 60% of time (16.1%)

  Outside regular classroom more than 60% of time (8.1%)

  Separate facilities\* (3.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Oregon Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
1,887

Percentage of infants and toddlers served in the home 54

Percentage of infants and toddlers served in programs for typically
developing children 3.4

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        78.2

  National population \[U.S. Census Bureau, Population          75.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        2.7

  National population \[U.S. Census Bureau, Population          2.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        14.8

  National population \[U.S. Census Bureau, Population          17.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        2.3

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.1

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (69.3%)

  Not eligible, exit to other programs (1.3%)

  Not eligible, exit with no referral (5.0%)

  Complete prior to max age (5.6%)

  Eligibility not determined (0.3%)

  All other (18.6%)
  -----------------------------------------------------------------------

Pennsylvania

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       501
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,821,627
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,210
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 77.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 21,885

6-17 years old 215,441

18-21 years old 12,405

Percentage of 6-17 enrollment served under IDEA 11.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 59

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 40

Number of special education teachers for students ages 6-21 17,099

Percentage of fully certified special education teachers for students
ages 6-21 100

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             78.0

  National population \[U.S. Census Bureau, Population          80.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             16.2

  National population \[U.S. Census Bureau, Population          12.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             5.1

  National population \[U.S. Census Bureau, Population          4.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.5

  National population \[U.S. Census Bureau, Population          2.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (40.6%)

  Outside regular classroom between 21 and 60% of time (33.6%)

  Outside regular classroom more than 60% of time (22.3%)

  Separate facilities\* (3.6%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Pennsylvania Department of
Public Welfare

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
10,191

Percentage of infants and toddlers served in the home 91

Percentage of infants and toddlers served in programs for typically
developing children 5.5

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        77.3

  National population \[U.S. Census Bureau, Population          78.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        15.1

  National population \[U.S. Census Bureau, Population          13.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        6.0

  National population \[U.S. Census Bureau, Population          6.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.4

  National population \[U.S. Census Bureau, Population          2.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (53.5%)

  Not eligible, exit to other programs (1.6%)

  Not eligible, exit with no referral (3.4%)

  Complete prior to max age (19.1%)

  Eligibility not determined (2.5%)

  All other (19.8%)
  -----------------------------------------------------------------------

Rhode Island

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       36
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         158,046
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$9,315
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 90.9
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       15.0
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 2,692

6-17 years old 27,821

18-21 years old 1,303

Percentage of 6-17 enrollment served under IDEA 17.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 65

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 29

Number of special education teachers for students ages 6-21 1,738

Percentage of fully certified special education teachers for students
ages 6-21 98

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             79.6

  National population \[U.S. Census Bureau, Population          76.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             6.3

  National population \[U.S. Census Bureau, Population          6.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             12.2

  National population \[U.S. Census Bureau, Population          12.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.2

  National population \[U.S. Census Bureau, Population          3.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (46.1%)

  Outside regular classroom between 21 and 60% of time (20.1%)

  Outside regular classroom more than 60% of time (27.9%)

  Separate facilities\* (6.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Rhode Island Department of
Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
1,088

Percentage of infants and toddlers served in the home 68

Percentage of infants and toddlers served in programs for typically
developing children 2.1

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        69.4

  National population \[U.S. Census Bureau, Population          72.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        7.6

  National population \[U.S. Census Bureau, Population          7.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        20.4

  National population \[U.S. Census Bureau, Population          16.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.9

  National population \[U.S. Census Bureau, Population          3.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (39.6%)

  Not eligible, exit to other programs (8.8%)

  Not eligible, exit with no referral (20.1%)

  Complete prior to max age (6.3%)

  Eligibility not determined (0.0%)

  All other (25.3%)
  -----------------------------------------------------------------------

South Carolina

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       89
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         691,078
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,631
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 60.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       18.2
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 11,967

6-17 years old 94,179

18-21 years old 3,891

Percentage of 6-17 enrollment served under IDEA 13.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 24

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 48

Number of special education teachers for students ages 6-21 5,267

Percentage of fully certified special education teachers for students
ages 6-21 93

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             49.7

  National population \[U.S. Census Bureau, Population          58.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             48.6

  National population \[U.S. Census Bureau, Population          36.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.2

  National population \[U.S. Census Bureau, Population          3.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (31.5%)

  Outside regular classroom between 21 and 60% of time (41.8%)

  Outside regular classroom more than 60% of time (24.2%)

  Separate facilities\* (2.5%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services South Carolina Department of
Health and Environmental Control

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,093

Percentage of infants and toddlers served in the home 66

Percentage of infants and toddlers served in programs for typically
developing children 1.7

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        54.4

  National population \[U.S. Census Bureau, Population          59.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        41.5

  National population \[U.S. Census Bureau, Population          34.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        3.2

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.7

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (49.9%)

  Not eligible, exit to other programs (3.7%)

  Not eligible, exit with no referral (3.3%)

  Complete prior to max age (10.7%)

  Eligibility not determined (10.1%)

  All other (22.3%)
  -----------------------------------------------------------------------

South Dakota

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       176
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         127,542
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,191
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 51.9
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       15.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 2,244

6-17 years old 13,902

18-21 years old 785

Percentage of 6-17 enrollment served under IDEA 10.9

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 64

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 27

Number of special education teachers for students ages 6-21 951

Percentage of fully certified special education teachers for students
ages 6-21 98

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             79.4

  National population \[U.S. Census Bureau, Population          83.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.5

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.5

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             16.9

  National population \[U.S. Census Bureau, Population          12.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (64.9%)

  Outside regular classroom between 21 and 60% of time (24.6%)

  Outside regular classroom more than 60% of time (6.2%)

  Separate facilities\* (4.3%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services South Dakota Department of
Education and Cultural Affairs

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 655

Percentage of infants and toddlers served in the home 77

Percentage of infants and toddlers served in programs for typically
developing children 19.7

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        73.4

  National population \[U.S. Census Bureau, Population          79.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        1.8

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        0.9

  National population \[U.S. Census Bureau, Population          2.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        23.4

  National population \[U.S. Census Bureau, Population          15.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.5

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (60.2%)

  Not eligible, exit to other programs (9.1%)

  Not eligible, exit with no referral (1.5%)

  Complete prior to max age (2.3%)

  Eligibility not determined (2.8%)

  All other (24.0%)
  -----------------------------------------------------------------------

Tennessee

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       138
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         925,030
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$5,687
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 63.6
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       17.8
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 11,132

6-17 years old 109,372

18-21 years old 5,741

Percentage of 6-17 enrollment served under IDEA 11.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 31

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 27

Number of special education teachers for students ages 6-21 4,747

Percentage of fully certified special education teachers for students
ages 6-21 98

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             72.7

  National population \[U.S. Census Bureau, Population          74.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             25.7

  National population \[U.S. Census Bureau, Population          21.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.1

  National population \[U.S. Census Bureau, Population          2.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (45.1%)

  Outside regular classroom between 21 and 60% of time (34.6%)

  Outside regular classroom more than 60% of time (17.9%)

  Separate facilities\* (2.4%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Tennessee Department of
Education

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
4,701

Percentage of infants and toddlers served in the home 60

Percentage of infants and toddlers served in programs for typically
developing children 9.6

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        71.9

  National population \[U.S. Census Bureau, Population          73.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        22.9

  National population \[U.S. Census Bureau, Population          21.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        3.8

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.3

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (38.8%)

  Not eligible, exit to other programs (4.2%)

  Not eligible, exit with no referral (3.1%)

  Complete prior to max age (8.0%)

  Eligibility not determined (7.1%)

  All other (38.9%)
  -----------------------------------------------------------------------

Texas

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       1,040
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         4,163,447
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,539
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 82.5
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       20.7
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 37,244

6-17 years old 434,839

18-21 years old 20,774

Percentage of 6-17 enrollment served under IDEA 10.4

Percentage of students with disabilities ages 14-21 exiting school with
a diploma† 69

Percentage of students with disabilities ages 14-21 exiting school by
dropping out† 31

Number of special education teachers for students ages 6-21 26,898

Percentage of fully certified special education teachers for students
ages 6-21 89

†Texas did not report any students receiving a certificate of
completion.

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             42.4

  National population \[U.S. Census Bureau, Population          44.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             18.3

  National population \[U.S. Census Bureau, Population          12.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             38.0

  National population \[U.S. Census Bureau, Population          39.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.4

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          2.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (28.5%)

  Outside regular classroom between 21 and 60% of time (52.2%)

  Outside regular classroom more than 60% of time (17.5%)

  Separate facilities\* (1.7%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Texas Interagency Council on
Early Childhood Intervention

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
18,171

Percentage of infants and toddlers served in the home 89

Percentage of infants and toddlers served in programs for typically
developing children 10.2

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        42.3

  National population \[U.S. Census Bureau, Population          40.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        12.3

  National population \[U.S. Census Bureau, Population          11.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        42.9

  National population \[U.S. Census Bureau, Population          45.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.3

  National population \[U.S. Census Bureau, Population          2.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (35.2%)

  Not eligible, exit to other programs (3.9%)

  Not eligible, exit with no referral (3.2%)

  Complete prior to max age (15.0%)

  Eligibility not determined (15.9%)

  All other (26.8%)
  -----------------------------------------------------------------------

Utah

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       40
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         484,677
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$4,674
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 88.2
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.1
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 5,922

6-17 years old 46,289

18-21 years old 2,359

Percentage of 6-17 enrollment served under IDEA 9.6

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 42

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 54

Number of special education teachers for students ages 6-21 2,322

Percentage of fully certified special education teachers for students
ages 6-21 94

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             83.4

  National population \[U.S. Census Bureau, Population          84.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.5

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             10.6

  National population \[U.S. Census Bureau, Population          10.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             2.6

  National population \[U.S. Census Bureau, Population          1.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.9

  National population \[U.S. Census Bureau, Population          2.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (42.4%)

  Outside regular classroom between 21 and 60% of time (32.4%)

  Outside regular classroom more than 60% of time (21.4%)

  Separate facilities\* (3.8%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Utah Department of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,494

Percentage of infants and toddlers served in the home 76

Percentage of infants and toddlers served in programs for typically
developing children 1.3

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        85.2

  National population \[U.S. Census Bureau, Population          82.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        1.4

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        9.3

  National population \[U.S. Census Bureau, Population          13.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        2.3

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        1.7

  National population \[U.S. Census Bureau, Population          2.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (39.3%)

  Not eligible, exit to other programs (5.6%)

  Not eligible, exit with no referral (7.8%)

  Complete prior to max age (17.1%)

  Eligibility not determined (8.8%)

  All other (21.5%)
  -----------------------------------------------------------------------

Vermont

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       292
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         101,179
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$9,153
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 38.2
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.6
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,293

6-17 years old 11,909

18-21 years old 684

Percentage of 6-17 enrollment served under IDEA 11.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 51

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 45

Number of special education teachers for students ages 6-21 1,033

Percentage of fully certified special education teachers for students
ages 6-21 96

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             96.3

  National population \[U.S. Census Bureau, Population          96.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.2

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             1.0

  National population \[U.S. Census Bureau, Population          1.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.9

  National population \[U.S. Census Bureau, Population          0.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.7

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (78.6%)

  Outside regular classroom between 21 and 60% of time (9.4%)

  Outside regular classroom more than 60% of time (6.0%)

  Separate facilities\* (6.1%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Vermont Department of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 471

Percentage of infants and toddlers served in the home 74

Percentage of infants and toddlers served in programs for typically
developing children 18.9

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        90.9

  National population \[U.S. Census Bureau, Population          96.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        4.5

  National population \[U.S. Census Bureau, Population          0.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        1.9

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.6

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.1

  National population \[U.S. Census Bureau, Population          1.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (67.8%)

  Not eligible, exit to other programs (6.1%)

  Not eligible, exit with no referral (1.3%)

  Complete prior to max age (6.6%)

  Eligibility not determined (4.6%)

  All other (13.7%)
  -----------------------------------------------------------------------

Virginia

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       137
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,163,091
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,281
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 73.0
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       12.2
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 15,145

6-17 years old 148,287

18-21 years old 7,086

Percentage of 6-17 enrollment served under IDEA 12.8

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 49

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 32

Number of special education teachers for students ages 6-21 12,738

Percentage of fully certified special education teachers for students
ages 6-21 84

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             65.8

  National population \[U.S. Census Bureau, Population          66.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             25.7

  National population \[U.S. Census Bureau, Population          24.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             6.6

  National population \[U.S. Census Bureau, Population          5.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.2

  National population \[U.S. Census Bureau, Population          0.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             1.7

  National population \[U.S. Census Bureau, Population          3.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (36.9%)

  Outside regular classroom between 21 and 60% of time (34.5%)

  Outside regular classroom more than 60% of time (25.2%)

  Separate facilities\* (3.5%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services\
Virginia Department of Mental Health, Mental Retardation, and Substance
Abuse Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
4,743

Percentage of infants and toddlers served in the home 73

Percentage of infants and toddlers served in programs for typically
developing children 3.1

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        64.8

  National population \[U.S. Census Bureau, Population          64.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        25.9

  National population \[U.S. Census Bureau, Population          22.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        6.4

  National population \[U.S. Census Bureau, Population          7.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.0

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.8

  National population \[U.S. Census Bureau, Population          4.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (32.8%)

  Not eligible, exit to other programs (9.3%)

  Not eligible, exit with no referral (17.9%)

  Complete prior to max age (9.2%)

  Eligibility not determined (6.7%)

  All other (24.1%)
  -----------------------------------------------------------------------

Washington

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       296
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         1,009,200
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$6,750
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 82.0
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.2
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 11,881

6-17 years old 103,950

18-21 years old 5,139

Percentage of 6-17 enrollment served under IDEA 10.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 48

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 44

Number of special education teachers for students ages 6-21 4,719

Percentage of fully certified special education teachers for students
ages 6-21 99

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             74.1

  National population \[U.S. Census Bureau, Population          76.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             7.3

  National population \[U.S. Census Bureau, Population          4.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             10.6

  National population \[U.S. Census Bureau, Population          10.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             3.9

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             4.1

  National population \[U.S. Census Bureau, Population          6.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (48.7%)

  Outside regular classroom between 21 and 60% of time (34.6%)

  Outside regular classroom more than 60% of time (15.5%)

  Separate facilities\* (1.2%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Washington Department of
Social and Health Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
3,119

Percentage of infants and toddlers served in the home 37

Percentage of infants and toddlers served in programs for typically
developing children 8.6

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        72.0

  National population \[U.S. Census Bureau, Population          72.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        5.3

  National population \[U.S. Census Bureau, Population          4.5
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        16.1

  National population \[U.S. Census Bureau, Population          14.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        2.7

  National population \[U.S. Census Bureau, Population          1.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        3.9

  National population \[U.S. Census Bureau, Population          6.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (28.3%)

  Not eligible, exit to other programs (1.9%)

  Not eligible, exit with no referral (1.3%)

  Complete prior to max age (54.8%)

  Eligibility not determined (2.8%)

  All other (11.0%)
  -----------------------------------------------------------------------

West Virginia

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       55
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         282,885
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,534
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 46.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       21.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 5,332

6-17 years old 42,660

18-21 years old 2,144

Percentage of 6-17 enrollment served under IDEA 15.1

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 49

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 45

Number of special education teachers for students ages 6-21 2,699

Percentage of fully certified special education teachers for students
ages 6-21 82

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             94.7

  National population \[U.S. Census Bureau, Population          94.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             4.8

  National population \[U.S. Census Bureau, Population          4.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.1

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (49.5%)

  Outside regular classroom between 21 and 60% of time (36.6%)

  Outside regular classroom more than 60% of time (12.9%)

  Separate facilities\* (1.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services West Virginia Department of
Health and Human Resources

Services provided to infants and toddlers at risk of developmental
delay? Yes

Number of infants and toddlers receiving early intervention services
1,553

Percentage of infants and toddlers served in the home 96

Percentage of infants and toddlers served in programs for typically
developing children 0.9

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        94.1

  National population \[U.S. Census Bureau, Population          94.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        4.6

  National population \[U.S. Census Bureau, Population          4.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        0.8

  National population \[U.S. Census Bureau, Population          0.9
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        0.2

  National population \[U.S. Census Bureau, Population          0.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.3

  National population \[U.S. Census Bureau, Population          0.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (17.0%)

  Not eligible, exit to other programs (16.2%)

  Not eligible, exit with no referral (19.3%)

  Complete prior to max age (8.6%)

  Eligibility not determined (11.7%)

  All other (27.2%)
  -----------------------------------------------------------------------

Wisconsin

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       433
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         879,361
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$8,243
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 68.3
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       11.0
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 14,574

6-17 years old 106,158

18-21 years old 6,303

Percentage of 6-17 enrollment served under IDEA 12.1

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 60

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 37

Number of special education teachers for students ages 6-21 7,374

Percentage of fully certified special education teachers for students
ages 6-21 98

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             78.0

  National population \[U.S. Census Bureau, Population          83.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             14.0

  National population \[U.S. Census Bureau, Population          8.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             4.2

  National population \[U.S. Census Bureau, Population          5.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             1.8

  National population \[U.S. Census Bureau, Population          1.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             2.0

  National population \[U.S. Census Bureau, Population          2.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (43.2%)

  Outside regular classroom between 21 and 60% of time (40.4%)

  Outside regular classroom more than 60% of time (14.4%)

  Separate facilities\* (1.9%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Wisconsin Department of
Health and Family Services

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
5,212

Percentage of infants and toddlers served in the home 78

Percentage of infants and toddlers served in programs for typically
developing children 5.2

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        72.1

  National population \[U.S. Census Bureau, Population          79.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        16.9

  National population \[U.S. Census Bureau, Population          9.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        7.9

  National population \[U.S. Census Bureau, Population          7.3
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        1.0

  National population \[U.S. Census Bureau, Population          1.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        2.0

  National population \[U.S. Census Bureau, Population          2.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (49.2%)

  Not eligible, exit to other programs (6.7%)

  Not eligible, exit with no referral (4.0%)

  Complete prior to max age (11.7%)

  Eligibility not determined (8.1%)

  All other (20.4%)
  -----------------------------------------------------------------------

Wyoming

  ------------------------------------------------------------- ---------
  Number of regular school districts \[U.S. Department of       48
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         88,128
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$7,835
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 65.1
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       13.9
  \[U.S. Census Bureau, Housing and Household Economic          
  Statistics Division, Small Area Estimates Branch, State       
  Estimates for People Under Age 18 in Poverty U.S., 2000       
  released October 2003;                                        
  www.census.gov/hhes/www/saipe/stcty/doo_oo.html.\]            
  ------------------------------------------------------------- ---------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 1,867

6-17 years old 10,852

18-21 years old 567

Percentage of 6-17 enrollment served under IDEA 12.3

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 41

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 56

Number of special education teachers for students ages 6-21 916

Percentage of fully certified special education teachers for students
ages 6-21 95

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             86.3

  National population \[U.S. Census Bureau, Population          87.1
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Special education                                             1.6

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Special education                                             7.6

  National population \[U.S. Census Bureau, Population          8.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Special education                                             4.2

  National population \[U.S. Census Bureau, Population          2.8
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Special education                                             0.3

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (52.2%)

  Outside regular classroom between 21 and 60% of time (35.1%)

  Outside regular classroom more than 60% of time (9.7%)

  Separate facilities\* (3.0%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Wyoming Department of Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services 531

Percentage of infants and toddlers served in the home 80

Percentage of infants and toddlers served in programs for typically
developing children 10.8

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        81.9

  National population \[U.S. Census Bureau, Population          84.2
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Black (not Hispanic)                                          

  Part C                                                        1.5

  National population \[U.S. Census Bureau, Population          1.0
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Hispanic                                                      

  Part C                                                        8.5

  National population \[U.S. Census Bureau, Population          10.6
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  American Indian/Alaska Native                                 

  Part C                                                        7.7

  National population \[U.S. Census Bureau, Population          3.4
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       

  Asian/Pacific Islander                                        

  Part C                                                        0.4

  National population \[U.S. Census Bureau, Population          0.7
  Estimates Program, Population Estimates for 2001, released    
  October 2003;                                                 
  eire.census.gov/popest/data/states/files/STC4-6R.txt.\]       
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (47.5%)

  Not eligible, exit to other programs (3.4%)

  Not eligible, exit with no referral (3.1%)

  Complete prior to max age (16.3%)

  Eligibility not determined (0.0%)

  All other (29.8%)
  -----------------------------------------------------------------------

Puerto Rico

  ------------------------------------------------------------- -----------
  Number of regular school districts \[U.S. Department of       1
  Education, National Center for Education Statistics, Common   
  Core of Data, Local Education Agency Universe Survey,         
  2001-02.\]                                                    

  Public school preK-12 enrollment \[U.S. Department of         604,177
  Education, National Center for Education Statistics, Common   
  Core of Data, State Nonfiscal Survey, 2001-02.\]              

  Per-pupil expenditures \[U.S. Department of Education,        \$3,685
  National Center for Education Statistics, Common Core of      
  Data, National Public Education Financial Survey, 2000-01.\]  

  Percentage of population in urban areas \[U.S. Census Bureau, 94.4
  Urban and Rural \[6\] -- Summary File 1 (SF1) 100-Percent     
  Data Universe: Total Population, Census 2000.\]               

  Percentage of children under age 18 below poverty level       Data not
                                                                available
  ------------------------------------------------------------- -----------

Special Education (Part B)

All data about special education on this page are from DANS. \[U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS).\]

Number of children served under IDEA

3-5 years old 7,378

6-17 years old 55,371

18-21 years old 3,125

Percentage of 6-17 enrollment served under IDEA 9.2

Percentage of students with disabilities ages 14-21 exiting school with
a diploma 25

Percentage of students with disabilities ages 14-21 exiting school by
dropping out 46

Number of special education teachers for students ages 6-21 3,279

Percentage of fully certified special education teachers for students
ages 6-21 99

Racial/Ethnic Composition of Special Education and the National
Population, Ages 6-21: 2001

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

  Special education                                             0.0

  Black (not Hispanic)                                          

  Special education                                             0.0

  Hispanic                                                      

  Special education                                             100.0

  American Indian/Alaska Native                                 

  Special education                                             0.0

  Asian/Pacific Islander                                        

  Special education                                             0.0
  ------------------------------------------------------------- ---------

Distribution of Special Education Students in Different Educational
Environments: 2000

  -----------------------------------------------------------------------
  Outside regular classroom less than 21% of time (44.2%)

  Outside regular classroom between 21 and 60% of time (30.9%)

  Outside regular classroom more than 60% of time (18.4%)

  Separate facilities\* (6.4%)
  -----------------------------------------------------------------------

\*Includes public facility, private facility, public residential
facility, private residential facility, and home/hospital environment.

Note: Please see the Data Notes at the end of section III for any
information the state submitted to clarify its data submission.

Early Intervention Services for Infants and Toddlers (Part C)

All data about early intervention services on this page are from DANS.
\[U.S. Department of Education, Office of Special Education Programs,
Data Analysis System (DANS).\]

Lead agency for early intervention services Puerto Rico Department of
Health

Services provided to infants and toddlers at risk of developmental
delay? No

Number of infants and toddlers receiving early intervention services
2,983

Percentage of infants and toddlers served in the home 35

Percentage of infants and toddlers served in programs for typically
developing children 2.2

Racial/Ethnic Composition of Infants and Toddlers Receiving Early
Intervention and the National Population, Birth Through 2 Years of Age:
2001

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

  Part C                                                        0.0

  Black (not Hispanic)                                          

  Part C                                                        0.0

  Hispanic                                                      

  Part C                                                        100.0

  American Indian/Alaska Native                                 

  Part C                                                        0.0

  Asian/Pacific Islander                                        

  Part C                                                        0.0
  ------------------------------------------------------------- ---------

Reasons for Exiting Early Intervention Program: 2000-01

  -----------------------------------------------------------------------
  Part B eligible (71.2%)

  Not eligible, exit to other programs (0.4%)

  Not eligible, exit with no referral (0.4%)

  Complete prior to max age (9.4%)

  Eligibility not determined (2.4%)

  All other (16.1%)
  -----------------------------------------------------------------------

**Section III.**

**Rank-Order Tables**

BAREFOOT BANDED GECKO

© 2001 Jeremy Berquis, VT

Image provided courtesy of VSA Arts, www.vsarts.org

"Before this project, I only knew there were lizards. Painting a gecko
taught me about a new animal."

Introduction to Rank-Order Tables

All of the following tables contain two elements requiring explanation.

-   National Baseline row shows the data for the nation as a whole. For
    this row, the percent value is calculated from the data for all
    states and outlying areas combined. It is not an average of the
    state percent values.

-   DIF column shows the difference between a state's percent value and
    the National Baseline percent value.

On most of these tables, states are ranked on their DIF value. That is,
they are ranked according to how different their percentage value is
from the percentage value of the nation as a whole.

Some of the tables show state data trends. These tables are ordered by
state name. They are not ranked because there is a different value for
every year.

Some of the tables include trend data, with states ranked on the percent
change column. Percent change is the difference between the current
percent value and the percent value in the baseline year. It is measured
relative to the size of the baselines year's value.

**\[Note: accessible data for the Rank-Order Tables can be found on-line
in the Microsoft Excel file:
http://www.ed.gov/about/reports/annual/osep/2003/*25th-vol-1-sec-3-tables.xls*\]**

**Data Notes for IDEA, Part B**

These data notes contain information on the ways in which states
collected and reported data differently from the OSEP data formats and
instructions. The notes refer to the tables in volumes 1 and 2. In
addition, the notes provide explanations of significant changes in the
data from the previous year. The chart below summarizes differences in
collecting and reporting data for 12 states. These variations affected
the way data were reported for the IDEA, Part B child count and the
educational environment, exiting, and discipline collections. Additional
notes on how states reported data for specific data collections follow
this table.

Table 1 State Reporting Patterns for IDEA, Part B Child Count Data 2001,
Other Data 2000-01

Differences from OSEP reporting categories

Where:

H Reported in the hearing impairments category

O Reported in the orthopedic impairments category

P Reported in the primary disability category

R Reported in other disability categories

  ------------------- -------------- ------------- ---------------- ------------
  States              Multiple       Other health  Deaf-blindness   Traumatic
                      disabilities   impairments                    brain injury

  Colorado                           O                              

  Delaware            P              O                              

  Florida             P                                             

  Georgia             P                                             

  Illinois^1^         P                                             

  Michigan                           O             H                R

  Mississippi                        O                              

  Minnesota^1^        P                                             

  North Dakota        P                                             

  Oregon              P                                             

  West Virginia       P                                             

  Wisconsin           P                                             
  ------------------- -------------- ------------- ---------------- ------------

^1^ Illinois and Minnesota reported children in the multiple
disabilities category for the 2001 child count, but reported children
according to primary disability for the 2000-01 educational
environments, exiting, and discipline tables (see vol. 2).

Note: Table numbers refer to tables in vol. 2 of this report.

**Tables AA1-AA17: Child Count**

**Alabama**---The state attributed the increase in the number of
children reported in the developmental delay category to a change in the
state's upper age limit for this category. The 2000 child count is the
first year that children over age 6 were reported in this category.

**Alaska**---The state attributed the increase in the number of children
ages 3 through 5 with developmental delay to a change in state policy.
Until recently, the state did not have "defined and established
eligibility criteria" for developmental delay. This is only the second
year that Alaska has reported children in its child count using the
developmental delay category. Students currently reported under
developmental delay were previously reported in other categories.

**Arizona**---The state attributed the increase in the number of
children ages 6 through 21 with other health impairments to an increase
in the number of children diagnosed with attention deficit disorder
(ADD) or attention deficit hyperactivity disorder (ADHD).

The state attributed the increase in the number of children ages 6
through 21 with autism to an increased public awareness of the condition
and improvements within school systems in identifying children with
autism.

**California**---The state attributed the increase in the number of
children ages 3 through 5 and 6 through 21 with autism to an improved
awareness of the condition as well as to a steady increase in enrollment
of special education students.

**Connecticut**---The state attributed the increase in the number of
children ages 6 through 21 with autism to an increase in professional
and parental awareness and the growth of professional organizations
advocating services for children with autism. In addition, the state
identifies students at a younger age so more children are reaching age 6
with the identification already in place. In some cases, the state is
reclassifying older students with autism. Furthermore, children with
autism are not exiting from special education to return to regular
education.

**District of Columbia**---The District of Columbia attributed the
increase in the number of children reported in many categories of the
child count data to the addition of 528 students served in charter
schools. This is the first year these students have been counted.

**Illinois**---The 2001 child count is the first time that the state
reported children in the multiple disabilities category. In previous
years, the state reported students with multiple disabilities according
to their primary disability.

**Indiana**---The state attributed the increase in the number of
children ages 3 through 5 with developmental delay to the fact that this
is only the second year that Indiana reported students in this category.
Most of the students who could have been reported with developmental
delay in last year's child count were reported in other categories.

The state attributed the increase in the number of children ages 6
through 21 with autism to an increased awareness and identification of
the condition.

**Iowa**---Iowa does not collect disability data for all 3- through
5-year-olds. In 2000, the state used the disability distribution among
children for whom these data were known to assign disability to the
count of children without a specific disability. In 2001, the state
assigned disability based on incidence data collected several years ago.
As a result of this change in methodology, the disability distribution
changed substantially between 2000 and 2001. In particular, the reported
count of children with speech or language impairments dramatically
declined and the count of children with specific learning disabilities
or mental retardation dramatically increased. The state is considering
resubmitting their data. They have undertaken a study to update the
incidence data they use to assign disability to the child count. New
data based on the study will be available in future reports.

**Kentucky**---The state uses the developmental delay category to
classify children ages 3 through 5 unless an alternative disability
category is clearly more appropriate. The state attributed the high
number of students (compared to the national total) ages 6 through 9
with developmental delay to the high number of children identified
during their preschool years. The number of students identified with
developmental delay peaks at age 4 and declines thereafter, resulting in
gradually decreasing counts as children matriculate through the system.
In addition, the state increased the upper age limit for developmental
delay from age 5 to age 8. This resulted in a greater number of children
in this category.

**Maryland**---The state attributed the increase in the number of
children ages 6 through 21 with autism to an increased awareness of the
condition and to improvements within the school system in identifying
children with autism. In addition, the increase may be due to families
with autistic children moving into Maryland due to its exemplary
programs and services for children with autism.

**Massachusetts**---The state is in the first year of a 3-year
transition to a new data collection system. Disability counts in prior
years were based on a formula. Beginning in 2001, the disability counts
are based on actual individual student data. Because the identification
of individual students by disability is not required until they either
undergo an initial eligibility determination or a 3-year re-evaluation,
some of the disability determinations for this school year were based on
the professional judgment of the school districts providing the data,
rather than representing an IEP team determination. Although this means
that the 2001 child count does not fully reflect team decisionmaking,
Massachusetts deems that these data are more accurate than the
formula-based reporting used in the past.

Massachusetts attributed the high number of children (compared to the
national total) ages 3 through 5 with traumatic brain injury (TBI), the
high number of children ages 6 through 21 with TBI, and the high number
of children ages 6 through 21 with deaf-blindness to changes in how the
state tracks and counts children using individual data.

**Michigan**---The state attributed the decrease in the total number of
Asian/Pacific Islanders served to correcting an error that was made in
reporting these children in previous years. Several local districts
erroneously were overreporting Asian/Pacific Islanders because of a
coding error. The state is still working with some districts to correct
this problem.

**Minnesota**---The 2001 child count is the first time that Minnesota
reported children in the multiple disabilities category. In previous
years, the state reported students with multiple disabilities according
to their primary disability.

The state attributed the increase in the number of children ages 3
through 5 and 6 through 21 with autism to more staff resources,
continued outreach programs, better diagnosis and identification of the
disorder, and improved training methods and assessments.

**Missouri**---The state reported that the increase in the number of
children ages 3 through 5 with speech and language impairments is due to
a change in eligibility under the state plan. Districts now choose a
categorical diagnosis for children ages 3 and 4 in addition to using the
category "young child with a developmental delay. "

The state attributed the increase in the number of children ages 6
through 21 with autism to better diagnosis and identification of the
disorder by school personnel.

**Montana**---The state changed its method of reporting disability
categories for children ages 3 through 5. Montana has a state statute
that allows school districts to identify children ages 3 through 5 under
"child with disabilities" without specifying a disability category.
Because federal reporting requirements now require states to report
students ages 3 through 5 by disability, Montana encouraged school
districts to report specific disability categories for this age group.
This year about 40 percent of the students in this age group were
reported by disability. The state imputed disability for the remaining
60 percent using the data reported for the 40 percent. In previous
years, the state imputed disability for 3- to 5-year-olds using the
disability distribution for 6-year-olds.

**Nevada**---The state attributed the increase in the number of children
ages 6 through 21 with autism to a change in data collection
methodology. Some students previously counted in the mental retardation
category are now reported in the autism category. The state also
attributed the increase to better diagnosis and identification of autism
by school personnel and physicians and improved training methods and
assessments.

**New Jersey**---In 1997-98, New Jersey changed its definition of
neurologically impaired (NI). Students previously defined as NI were
grandfathered into the TBI category until they could be re-evaluated.
The state attributed the large number of children (compared to the
national total) reported with TBI to the continuing reevaluation of the
students who were reclassified from NI to TBI.

**New Mexico**---The state attributed the increase in the number of
children ages 6 through 9 with developmental delay to a change in the
state definition of this category 3 years ago. The change resulted in
more children being reported in the developmental delay category.

**New York**---New York collects data on race/ethnicity of all
school-age students with disabilities (ages 4-21) but does not
separately collect race/ethnicity data for students with disabilities
who are ages 6-21. The reported race/ethnicity for 6- to 21-year-olds
was estimated using race/ethnicity data from students ages 4 through 21
with disabilities.

New York reported that it collects disability data only for 4- and
5-year-olds in school-age environments (e. g., kindergarten). The state
does not collect disability data for 3- through 5-year-olds in preschool
environments. Children with disabilities in preschool environments are
all reported in the developmental delay category.

**North Dakota**---The state is currently piloting the category of
developmental delay for children ages 6 through 9. Children reported in
this category are representative of pilot projects only.

**Oregon**---The state noted that its age ranges are different from the
OSEP definitions. Children who are 5 years old on September 1 are
considered to be school age and are included in the counts of 6­through
21-year-olds rather than the count of 3- through 5-year-olds.

The state attributed the increase in the number of American Indian and
Asian/Pacific Islanders ages 3 through 5 who were served under IDEA to
the changing demographics of Oregon, a trend also observed in previous
years.

**South Carolina**---In South Carolina, children ages 3 through 5 with
disabilities are served noncategorically. When the state reported these
children on the child count, 2,281 could not be categorized with a
specific disability. The state reported these students in the other
health impairments category, which led to an increase in the number of
children ages 3 through 5 reported in this category.

The state has criteria for reporting developmental delay but has not
fully implemented the developmental delay category into its data
collection. For the past 2 years, the state collected the category under
a pilot program. The results have not been stable.

**Texas**---The state attributed the relatively high number of children
with other health impairments (compared to the national total) to the
fact that Texas does not use the developmental delay category to
describe young children with disabilities. Children who would otherwise
be reported with developmental delay may be reported in other
categories, including, but not limited to, other health impairments.

Texas attributed the high number of children ages 3 through 5 in the
visual impairments category (compared to the national total) to three
factors. First, the definition of visual impairments in Texas is a
functional definition, based on educational need and not on an acuity
number (e. g. , some states include only children with acuities of
20/200 or less). Using a functional definition may lead to higher
identification of students. Second, because it is the local school
districts, in conjunction with the state's early intervention agency,
that serve children with visual impairments from birth, these children
are already part of the education system when they reach age 3. This may
positively affect child-find efforts. Third, the state feels it has a
strong networked service delivery system with effective technical
assistance and training to districts in regard to identifying and
serving young children with visual impairments. With this support,
districts may be more able (and willing) to identify children with
visual impairments.

**Utah**---The state attributed the decrease in the number of children
ages 3 through 5 with visual impairments to the reclassification of many
children previously reported in the visual impairments category as
having multiple disabilities.

The state attributed the increase in the number of children ages 6
through 9 with developmental delay to the fact that the category has
only been used by the state for 2 years, and it has not had time to
stabilize.

The state attributed the increase in the number of children ages 6
through 21 with autism to better diagnosis and identification of the
disorder by school personnel. In addition, the state hired an autism
specialist who has extensively trained school personnel across the
state. Each district now has a training team for autism.

**Washington**---The state attributed the increase in the number of
children ages 6 through 21 with autism to continued outreach programs,
better diagnosis and identification of the disorder by school personnel
and physicians, and improved training methods and assessments.

The state attributed the increase in the number of children ages 6
through 9 with a developmental delay to an increase in the state's upper
age limit for this category from age 6 to age 9.

**Wisconsin**---The state attributed the increase in the number of
children ages 6 through 21 with autism to better diagnosis and
identification of the disorder by school personnel and physicians and
improved training methods and assessments.

**Tables AB1-AB10: Educational Environments**

**Alabama**---The state attributed the increase in the number of
children ages 3 through 5 served in the part-time early
childhood/part-time early childhood special education category to
district-level improvements in the transition of children from Part C to
Part B.

The state attributed the decrease in the number of students ages 6
through 21 served in public residential facilities to a concerted effort
to place students with disabilities in regular classrooms.

**California**---The state attributed the increase in the number of
children ages 6 through 21 who received special education outside the
regular class less than 21 percent of the day to an increase in the
number of special education students being placed in less restrictive
environments.

**Illinois**---The state noted that some of its definitions do not match
federal definitions for time outside the regular classroom. Illinois
tracks time outside the classroom in two categories: from 1 to 49
percent of the school day and more than 50 percent of the school day.
Illinois did not provide a crosswalk of how they report these data.

**Kentucky**---The state attributed the decreases in both the early
childhood setting and the early childhood special education setting and
the increase in the part-time early childhood/part-time early childhood
special education setting to district training on educational
environments. Districts have been trained to report students who have
any amount of time in both programs in the part-time early
childhood/part-time early childhood special education category.
Previously, many districts reported students as either full-time early
childhood or full-time early childhood special education setting based
on percentages similar to those used in the placement categories for
students ages 6 through 21.

The state attributed the increase in the separate school environment to
three specific districts, two of which had new special education
directors.

**Missouri**---The state reported that the increase in part-time early
childhood special education is due to a change in the crosswalk from the
school-age educational environment categories to the early childhood
categories used for kindergarten students.

**Montana**---The state has a statute that allows school districts to
identify children ages 3 through 5 under the category "child with
disabilities," without specifying a disability category. This year about
72 percent of the students in this age group were reported by
disability. The state used the reported disability for the 72 percent to
impute disability for the remaining 28 percent. In previous years, the
state imputed disability for 3- to 5-year-olds using the disability
distribution for 6-year-olds.

Montana provided unduplicated, rather than duplicated, counts of
children with disabilities served in correctional facilities and
enrolled in private schools not placed or referred by public agencies.
The state will correct this error for the 2001-02 educational
environments data.

**Nebraska**---The state reported that 67 students served in private
residential facilities were counted in other educational environments.

**New York**---The state reported that school-age (kindergarten)
students with disabilities who are 4 to 5 years old are not reported on
the educational environments table.

**North Carolina**---The state does not collect race/ethnicity data for
children enrolled in private schools, not placed or referred by public
agencies.

**Ohio**---The state increased the number of placement options from the
10 used during the 1999­2000 school year to 23 for the 2000-01 school
year. The state attributed the changes in the number of children served
in some of the educational environments for 6- through 21-year-olds to
this change in reporting categories.

**Oregon**---The state considers children who are 5-years-old on
September 1 to be school age and includes them in the count of 6-
through 21-year-olds. The state counts children who turn 5 after
September 1 in the 3-through-5 age group.

The state attributed the decrease in the number of children ages 3
through 5 in part-time early childhood/part-time early childhood special
education settings to one program in the state that changed how it coded
children. This program had 171 students in this category during the
previous year, and none in the category for 2000-01. The program
increased the number of children reported in early childhood special
education. The state is providing additional training to all contractors
to improve data quality in the upcoming year.

The state attributed the increase in the number of children ages 6
through 21 in public residential facilities to the expanded Youth
Correction Education Program in Oregon. Within the past 3 years, five
youth correctional facilities and one "boot camp" opened, bringing the
state total to 13 facilities. The overall student population served in
these facilities, previously capped at 513 students, was raised to
around 1,100 statewide. The cap is increased gradually as facilities
fill. Many students in Oregon Youth Authority have been previously
determined IDEA eligible and were served while in public school
(estimates range from 40 percent to 64 percent). In addition, the state
reported that 73 students in this category were most likely miscoded by
LEAs. The state is working with LEAs to correctly code students in the
future.

**Puerto Rico**---The state attributed the changes in the number of
students served in various educational environments to population growth
and to the state's special education policies. Educational environments
are based on children's individual needs and are reevaluated every year.
Therefore, the same child may move in and out of different educational
environments each year based on need.

**Texas**---The state noted that some of its definitions do not match
federal definitions for the amount of time spent outside the regular
classroom. When Texas cross-walked state categories into federal
categories, many students were counted as spending more time outside the
regular classroom than they actually did. The following categories were
affected: (1) special education outside regular class less than 21
percent of day, (2) special education outside regular class at least 21
percent of day and no more than 60 percent of day, and (3) special
education outside regular class more than 60 percent of day. The
definition of the mainstream instructional arrangement in Texas includes
only those students who receive their full instructional day in a
general education setting with special education support. Specific data
about students receiving "pull-out" services for less than 21 percent of
the day are unavailable; therefore, many students who could be reported
in category 1 were reported in category 2. The Texas definition of
self-contained classroom includes students who spend 50 percent or more
of their school day outside the regular classroom, whereas the federal
definitions use 60 percent as the cutoff. Students in Texas who are
outside the regular classroom for 50 percent to 60 percent of their
instructional day were included in category 3. Texas revised its data
collection system and will more accurately capture data related to
federal categories for the 2001-02 school year.

Texas state law mandated a change in the collection of data in several
environments. Three state categories---self-contained, separate campus,
multidistrict class, and community class---were collapsed into one "off
home campus" environment. Students served in these environments were
previously reported in the public separate facility and separate class
environments. In the 2000-01 count, these students were all reported to
OSEP in the public separate facility category. As a result, the number
of children reported in public separate facilities is higher than the
number of students actually served in this environment.

The state does not collect race/ethnicity data for children enrolled in
private schools, not placed or referred by public agencies.

**West Virginia**---The state attributed the decrease in the number of
children ages 3 through 5 served in part-time early childhood/part-time
early childhood special education environments to a change in data
collection methodology. The 1999-2000 data collection was the first year
that districts used the new definitions and codes for reporting children
ages 3 through 5; however, some districts did not update the definitions
and codes until 2000-01. The state believes that data collected this
year are more accurate.

**Tables AC1-AC3: Personnel**

**Alabama**---The state attributed the decrease in the number of
counselors to a drop in school enrollment.

**Arizona**---The state attributed the increase in LEA
supervisors/administrators to an increase in population at charter
schools.

Arizona attributed the increase in the number of physical therapists to
LEAs that contract with private companies to provide the service.

The state attributed the increase in the number of not fully certified
interpreters to a shortage of fully certified interpreters. Due to the
shortage, the state has hired more interpreters who are not fully
certified.

**Arkansas**---The state counts personnel who provide speech services as
special education teachers rather than related services personnel.

**California**---The state attributed the increase in nonprofessional
staff to a change in the data collection. Recent state legislation has
resulted in general policy changes in the state educational system and
has changed the way some personnel data are collected and reported.

**Connecticut**---The state changed how it reports kindergarten
personnel. For the 2000-01 educational environments table, it reported
kindergarten teachers in the count of teachers serving children ages 3
through 5. Last year, the state reported kindergarten teachers in the
count of teachers serving ages 6 through 21.

The state attributed the decrease in the number of teacher aides to a
decrease in the special education population, budget cuts, and aides
obtaining teaching certification.

Connecticut did not report physical education or vocational education
teachers because it was unable to distinguish staff serving special
education students from staff serving general education students.
However, the state provided data for school psychologists and social
workers serving both populations.

**Illinois**---This is the first year that the state reported school
psychology interns as fully certified, based on state requirements.

Illinois does not collect personnel data for staff in nonpublic schools.

Illinois does not collect personnel data by ages served. Data reported
for children ages 3 through 5 include personnel who only serve early
childhood or preschool students. The state reported other personnel
serving ages 3 through 5 as serving children ages 6 through 21.

Illinois does not collect full-time equivalency data for personnel
working in home or hospital environments, and therefore these personnel
have been omitted from the data. Local school districts reported 3,095
people working in home and hospital settings.

**Kentucky**---The state attributed the increase in the number of fully
certified interpreters to a new certification credential rather than an
increase in the number of interpreters.

The state attributed the increase in other professional staff to
increased federal funds that provided districts the opportunity to
enhance services in many areas and to employ greater numbers of
certified professionals to deliver these services.

**Maine**---The state counts personnel who provide speech services as
special education teachers rather than related services personnel. The
decrease in the number of personnel who provide speech services is due
to an error on last year's count, when the state double counted these
personnel.

**Minnesota**---The state attributed the increase in the number of
occupational therapists to a change in how the state counts Certified
Occupational Therapy Assistants (COTAs). In 2000-01, COTAs were included
in the occupational therapists category. Previously, they were counted
in the other professionals category.

The state attributed the increase in the number of
supervisors/administrators to districts counting coordinators and due
process facilitators in this category. Previously, these personnel had
been counted as lead teachers.

Minnesota noted an increase in the number of charter schools but
reported a high level of noncompliance with reporting data for these
schools.

**Missouri**---The state attributed the increase in the number of speech
pathologists to a movement from speech/language therapists as the
primary provider for early childhood special education to
speech/language services being provided as a related service.

The state reported that the increase in other professional staff may be
due to a change in the reporting method used to count full-time
equivalents in the professional staff categories.

**New Mexico**---The state reported professional personnel from the New
Mexico Department of Education for the first time in this year's
personnel data.

The state reported that the New Mexico Department of Education is no
longer the licensing authority for speech pathologists and audiologists.
Data were not provided for these categories before data were finalized
for the annual report to Congress.

**North Carolina**---The state attributed the decreases in many
personnel categories to budget deficits during the 2000-01 school year.
North Carolina school systems failed to fund a significant number of
special education personnel. In addition, changes from the previous
year's count in five categories (work study coordinators, recreation
therapists, physical therapists, other professional staff, and
nonprofessional staff) are due to a database error in last year's count.

The state attributed the increase in the number of physical therapists
to contracts with school systems that have resulted in full-time
positions across North Carolina.

North Carolina counts speech pathologists as special education teachers
rather than related services personnel.

**Oregon**---Oregon was unable to explain the year-to-year increases in
the number of physical education, occupational therapy, diagnostic and
evaluation, and other professional staff on the personnel table but
reported that they are consistent with preliminary data for 2001-02.

**Virgin Islands**---The Virgin Islands attributed the increase in the
number of fully certified counselors in 2000-01 to an error in last
year's table. Last year, St. Croix district counselors were erroneously
omitted from the personnel table.

**Virginia**---The state reported speech pathologists only in the count
of special education teachers. No speech pathologists were counted in
the related services personnel count.

**Wyoming**---The state reported that data for the personnel count were
from the October count. The previous year's data were from end-of-year
counts.

**Tables AD1-AD4: Exiting**

**Alabama**---The state attributed the increases in the number of
students exiting special education in the moved, known to be continuing
category and the decrease in the reached maximum age category to
improvements in its data collection methodology (see vol. 2).

**Arizona**---The state attributed the increase in the number of
students reported in the moved, not known to be continuing category to
incorrect data. The state noted that it is difficult to collect and
report clean data in this category but believes this will change in 1 to
2 years when the new student accountability information system is in
place (see vol. 2).

Arizona does not use the exit category received a
certificate-of-completion.

**California**---The state attributed the decrease in the number of
children reported in the moved, not known to be continuing category to a
change in the data collection methodology. The state is now forcing
school districts to do a better job of tracking students in the two
moved categories.

**Colorado**---Data reported for school year 2000-01 are actually data
for students exiting between December 1999 and December 2000.

**Connecticut**---In the past few years, many students were counted in
the no longer receives special education category because of a change in
the state eligibility guidelines. This change meant that many students
were no longer eligible for special education. These new eligibility
guidelines particularly affected students with specific learning
disabilities. This year, there was a decrease in the total number of
students who left special education services, as well as a decrease in
the number of students with specific learning disabilities who left
special education services. The state believes this is because the data
have begun to stabilize.

**District of Columbia**---The District of Columbia reported that it did
not report any students in the no longer receives special education
services exit category because it does not collect these data.

**Georgia**---The state attributed the increase in the number of
students in the moved, known to be continuing category to better
tracking of transient students in its database.

**Guam**---Guam does not use the exit category received a
certificate-of-completion.

**Hawaii**---The state attributed the increase in the number of students
with speech or language impairments who are no longer receiving special
education services to better training of teachers regarding eligibility
for this category under IDEA. As a result of this training, students
were identified differently, and many were taken out of all special
education services and are now served under Section 504. The state
reported that the change in how students are identified also resulted in
an overall increase in the number of students exiting special education
and an increase in the number of Asian/Pacific Islanders exiting. Many
of the students now served under 504 rather than IDEA are of
Asian/Pacific Islander descent.

The state attributed the decrease in the number of students with
specific learning disabilities who received a certificate to the large
number of students from this category who exited special education due
to state efforts to place students in the least restrictive environments
or to mainstream them.

Hawaii reported that its data were captured from the Integrated Special
Education Database (ISPED), a fairly new system. As improvements are
made in ISPED, the state expects the data to become increasingly
accurate. The Special Education Section also plans to resume the
practice of verifying data with districts. This practice was curtailed
this past year due to difficulties with matching information from
different databases.

**Idaho**---Data reported for school year 2000-01 are actually data for
students exiting between December 1999 and December 2000.

The state reported that it awards the same diploma to all students,
regardless of whether the diploma is earned by meeting regular
graduation requirements or IEP requirements.

**Kansas**---The state does not use the exit category received a
certificate-of-completion.

**Massachusetts**---The state does not use the exit category received a
certificate-of-completion.

**New Jersey**---The state does not use the exit category received a
certificate-of-completion.

**Ohio**---The state noted that the number of children reported as
reached maximum age is incorrect. Most of the students reported have
clearly not reached maximum age pursuant to state law because they are
under 21 years old.

The state does not use the exit category received a
certificate-of-completion.

**Oklahoma**---The state does not use the exit category received a
certificate-of-completion.

**Texas**---Each fall, the state collects exiting data for the previous
year. Data reported for school year 2000-01 are actually for students
exiting in 1999-2000. Due to a different timeframe for the collection of
disability data and exiting data, 5,912 records did not have disability
data for exiting. Disability was imputed for these students using the
disability distribution for known cases. Disability information for the
entire school year will be available for the exiting report of 2000-01.

Texas does not use the exit category received a
certificate-of-completion.

**Vermont**---Data reported for school year 2000-01 are actually data
for students exiting between December 1999 and December 2000.

**Wisconsin**---Data reported for school year 2000-01 are actually data
for students exiting between December 1999 and December 2000.

The state reported that the number of Asian/Pacific Islanders collected
by one school district is incorrect.

**Tables AE1-AE4: Discipline**

**Alabama**---The state attributed the increases in the unduplicated
count of children and the number of children subject to unilateral
removal by school personnel for drug and weapon offenses to improvements
in data collection and reporting.

**California**---The state attributed the increase in the unduplicated
count of children removed for any reason (subject to unilateral removal
for drug or weapon offenses and/or removal by hearing officer
determination regarding likely injury and/or long-term
suspension/expulsion) to a coding error in the data reported last year
(1999-2000 table). This error resulted in an undercount of children. The
state made changes to the data system this year to correct the problem.

**Connecticut**---The state noted that there has been an overall
increase in the reporting of short- and long-term suspensions for
students in both regular and special education from 1999-2000 to
2000-01. The state attributed this increase to improved data reporting
and accuracy and schools more consistently following state requirements
for reporting disciplinary offense information.

**District of Columbia**---The state reported that it did not report any
students in the removal based on a hearing officer determination of
likely injury because it does not collect these data.

The District of Columbia also noted that its unduplicated count of
children is incorrect. It is in the process of collecting the correct
numbers and will resubmit a corrected revision in the near future.

**Georgia**---The state attributed this year's increase in the
unduplicated count of students to errors in the 1999-2000 data.

The state attributed the decrease in the number of children subject to
unilateral removal by school personnel to a change in disciplinary
policy. The state makes a concerted effort to only remove students when
the student's conduct calls for it.

**Idaho**---The state attributed the decrease in the number of acts
pertaining to hearing officer removals to a change in data collection
methodology. In the past, the data collection differed from the OSEP
reporting instructions. This year, the state followed OSEP instructions
and reported only the number of acts leading to the 11^th^ day of
suspension, rather than reporting all accumulated acts throughout the
year (as some districts had in the previous year).

**Maine**---The state attributed the decrease in the number of children
subject to unilateral removal by school personnel for drug and weapons
offenses to an overall decline in offenses for the entire school
population. Many schools in Maine now have police officers on duty
during the school day. Drug and weapons checks are randomly conducted by
police officers, police dogs, and school staff.

The state attributes the decline in the number of students removed by a
hearing officer to a change in data collection methodology. The state
has emphasized that only a hearing officer trained in special education
law should remove a student. In addition, this is only the second year
that the state has collected the data, and some of the LEAs are still
confused by the form.

**Michigan**---The state reported that a new department, the Center for
Educational Performance and Information, was responsible for collecting
discipline data for the first time during 2000-01. Due to the transition
to a new department, Michigan notes that it is now most likely
underreporting suspension data.

**Minnesota**---The state attributed the increase in unduplicated count
of students removed for any reason (subject to unilateral removal for
drug or weapon offenses and/or removal by hearing officer regarding
likely injury and/or long-term suspension/expulsion) to more accurate
data and additional data checks of individual student records. Most of
this increase was in the short-term suspension category.

**Missouri**---The state attributed the significant year-to-year
decreases in several discipline categories to a change in reporting
methods. This year, Missouri districts reported all suspensions and
expulsions on an incident basis, and the data were then compiled at the
state level. In the past, each district compiled its own data for the
OSEP report.

**Montana**---The state attributed the substantial increase in the
number of students subject to unilateral removal by school personnel for
drug or weapons offenses to more accurate data collection and
interpretation. The way the state analyzes and interprets the data was
revised.

**Nevada**---The state attributed the increase in the number of students
subject to long-term suspensions to districts increasingly adopting
"zero tolerance" policies for student conduct. In addition, districts
are becoming more knowledgeable about compliance with federal laws and
regulations.

**New Jersey**---The state attributed the significant increases in many
discipline categories from 1999­2000 to 2000-01 to a change to a new
web-based application in 1999-2000. This year the data are more
complete. Last year, the reporting districts were unfamiliar with the
system. The state expects less variation from year to year in the
future.

**Rhode Island**---The state was unable to report some disability
information on the discipline table because of the way the state
collects these data. Rhode Island uses separate databases for its child
count and discipline data and does not have a unique student
identification number that links the two. Disability information is not
part of the discipline data collection system.

**Utah**---The state attributed the increases in the number of students
subject to short-term suspensions and removals by school personnel for
drug and weapons offenses to the state's "zero tolerance" policies.

**Vermont**---The state reported that the unduplicated count of children
removed for any reason (subject to unilateral removal for drug or weapon
offenses and/or removal by hearing officer regarding likely injury
and/or long-term suspension/expulsion) on the discipline table is
incorrect. The state will be unable to provide a correct unduplicated
count for this year.

**West Virginia**---The state attributed the decrease in the number of
students subject to unilateral removal by school personnel for drug or
weapons offenses to mistakes in last year's data. In the past, districts
reported students as unilaterally removed for drugs and weapons offenses
when they were actually removed for other reasons. This was corrected on
the 2000-01 report.

**Wisconsin**---The state noted that this was the first year that
information on the number of acts pertaining to hearing officer removals
was collected. Therefore, comparisons between this year's data and last
year's data are meaningless.

**Data Notes for IDEA, Part C**

Note: Table numbers given below refer to tables in vol. 2 of this
report.

**Table AH1: Counts of Infants and Toddlers Served**

**Alaska**---Race/ethnicity was imputed for 99 children. The child count
for 2- to 3-year-olds includes 49 children over the age of 3.

**California**---Although the state serves at-risk children, it did not
submit data on the number of at-risk children served in the 2001 child
count. Due to the time lag between when a delay is identified and when
this information is updated in the state's data system, the state is no
longer able to distinguish the at-risk population from other Early Start
consumers.

**Indiana**---The reported child count is not complete. The state
expects to revise the count in the future.

**Iowa**---The state reported a 15 percent increase in the child count
as a result of improved Child Find and improved data reporting as a
result of modifications to the computerized information system.

**Nevada**---The state attributes the decrease in the number of children
served to unfilled direct service positions and/or frozen positions for
direct service personnel. These staff shortages have resulted in a
waiting list. Nevada is unable to serve all of the children with
disabilities that it has identified. In addition, as a result of a
change in state policy, Nevada no longer serves children who are
at-risk.

**New Hampshire**---The slight decline in the child count reflects a
change in reporting methodology. Last year, the count was based on
survey information that was not completely accurate. The state believes
this year's data are correct.

**Rhode Island**---The state imputed race/ethnicity for 122 infants and
toddlers using the known distribution. They also counted some children
(2. 6 percent of total count) who had turned age 3 in the 2-to-3 age
category.

**Washington**---The state did not report race/ethnicity for 214
children whose race/ethnicity was unknown.

**Table AH3: Early Intervention Service Settings**

**Alabama**---The decline in the number of infants and toddlers in
programs designed for children with developmental delays or
disabilities, the decline in the service provider location, and the
increase in the number reported in the home setting category are the
result of Alabama's move to serve children in more natural environments.

**Florida**---The change in the number of children reported in the
settings categories for 2000 is a result of a change in how the state
classifies a child who receives services in a variety of settings. Prior
to 2000, Florida assigned the child's setting/location based on the
initial service location data in the Florida Early Intervention Program
data system. For the December 2000 data, each child's service setting
was determined based on a hierarchy of settings.

**Illinois**---The increase in the number of children served in almost
all the settings is the result of caseload growth during the 2000-01
reporting period. This was reflected in the 2000 child count. The state
continued implementation of a new front-end data system, so the data are
also clean.

**Kentucky**---Kentucky only determines whether the program setting is
home or community based versus office or center based. Because all
children may receive services in multiple settings, when the state
reports data to OSEP it assigns the service provider location to all
children not also served in the home or community setting.

**Missouri**---The decrease in the other settings category is a result
of better identification of children's primary settings by the state.
These improvements allow the state to assign the applicable OSEP
settings category.

**New York**---The increase in children served primarily in the home
environment is the result of the state's emphasis on the delivery of
services in natural environments. This is also the explanation for the
decrease in the number of children served in programs designed for
children with developmental delays or disabilities.

The increase in the number of children served primarily at a service
provider location or other setting is a result of guidance the state
gave to counties regarding how to code specific settings into the OSEP
data collection categories.

**Oklahoma**---The state attributes the increase in the other settings
category to a mistake in the assignment of settings categories. Through
technical assistance, the state encouraged data collectors to use the
other settings category when serving children in natural environment
settings other than the child's home or child care environments. The
state is providing further assistance to data collectors so that they
better understand each program settings category.

**Oregon**---The state reported that the bulk of the number of infants
and toddlers served in the service provider location setting occurred in
two regions of the state. These two regions account for most of the
decrease in the number of children (*N*= -54) in the programs for
developmental delay category. According to Oregon, because of the
similarity in the definitions of these two settings (either can serve a
group of children with disabilities), they believe there was a
clarification/interpretation made for these two sites. This accounted
for the increase in the service provider location setting. They will
train service providers in the accurate interpretation of these
definitions this coming year.

**Rhode Island**---The state reported that the increase in the other
settings category is related to how service settings are classified into
this setting. In Rhode Island, the individualized family service plan
(IFSP) form does not provide a space to define other locations.
Providers define other on a service-rendered form (SRF) at the time the
services are provided. However, the SRF has a different set of location
codes that do not correspond with those on the IFSP. In the future,
these codes will match, and providers will be asked to define other
location on the IFSP. Until then, the other settings category is
inflated (e. g., daycare was entered into an SRF under other location.
It should be counted as a program designed for typically developing
children). The location codes will be revisited and more clearly defined
within the next 5 months. The state expects that the data for 2002 will
be clearer.

**Table AH4: Early Intervention Program Exiting**

**Alabama**---Because the state's definition of Part B eligibility does
not match OSEP's definition, it was unable to distinguish between
children determined to be Part B eligible with an IEP in place and
children who had been referred to Part B. As a result, these children
were reported in the eligibility not determined category.

The state also reports that the increase in the attempts to contact
unsuccessful category is a result of more accurate reporting.

**Arizona**---Arizona has changed its data collection method for the
information reported to OSEP. In previous years, the state
retrospectively collected data for the previous year counts. Not all
agencies collected the necessary information, or they were unable to
submit data for the appropriate time period. Improved data collection
efforts for reporting year 2000-01 resulted in better reporting of table
counts.

**California**---The change in the number of children in the different
basis of exit categories is the result of a revised consumer data system
implemented in April 2000. California can now distinguish between
children exiting early intervention because:

-   the case was closed during eligibility determination (284);

-   they moved out of state (147);

-   they were withdrawn by parent (620); and

-   attempts to contact were unsuccessful (583).

Previously, all of these reasons for exiting were counted in the
completion of an IFSP prior to max­imum age exit category.

The revised data system also reduces data reporting time lags and
permits more comprehensive and timely identification of children exiting
Early Start who are not Part B eligible and those who exit to other
programs.

**Florida**---The increase in the number of children exiting from the
Florida Part C program between 1999 and 2000 is the result of
improvements in its reporting requirements beginning in 2000. The number
of children reported as exiting Part C services in 1999 represents an
underreporting of children. Now, because this information is a critical
monitoring factor, the local agencies comply with the data reporting
requirements.

**Idaho**---The decline in the number of children reported in the Part B
eligibility not determined category is the result of Idaho's dedicating
a considerable amount of the 2000 data collection year's effort to
cleaning up this category.

Due to the lag time in paperwork catching up with the data entry
process, the state reported that it will always have a small number of
children whose exit status is undetermined. The state plans to keep that
number down to 1 percent or 2 percent of the total exited count. It
believes that the large number of children whose exit status is Part B
eligibility not determined is an indication of a larger systemic problem
concerning the child's transition process in the state.

**Missouri**---Missouri reports that the increase in the number of
children exiting with no referral is because caseloads have increased.
In addition, Part C personnel were not as successful in referring
children ineligible for Part B to other programs.

**Nebraska**---Nebraska does not collect data for the following exit
categories: not eligible for Part B, exit with no referrals, moved out
of state, and attempts to contact unsuccessful.

**Nevada**---Nevada attributes the increase in the number of children in
the Part B eligibility not determined category to the fact that no data
tracking system accurately collects Part C to Part B transition
information. The state's Part C program plans to provide technical
assistance to programs to ensure correct coding for children
transitioning to Part B.

**Pennsylvania**---The state attributes the increase in the category
completion of IFSP prior to reaching maximum age to the state's now
serving more children and increasing its public awareness program for
early intervention.

It reports that the decrease in Part B eligibility not determined is a
result of increased coordination efforts with the Part B program so that
the state is able to establish eligibility earlier.

**Rhode Island**---When Rhode Island initiated a new data collection
system in 2000, the discharge codes did not clearly reflect the OSEP
reporting categories. Exit with referral and exit with no referral were
not separate categories. As a result, all of these children were
reported in the exit with no referral category. Late in 2000, the
discharge codes were updated to break out the categories. Because Rhode
Island mandates that all children exiting the system without completing
IFSP goals must be referred, the state expects the number of exits with
no referral to decline in the next reporting period.

**Table AH5: Early Intervention Services**

**Arizona**---The state of Arizona changed its methods for collecting
Part C data. In previous years, the state collected historical data from
service agencies. Not all agencies could provide the information or they
were unable to submit data for the appropriate time period. Revised data
collection efforts for the reporting year 2000-01 resulted in better
reporting of counts.

**Florida**---The change in the number and type of services provided to
children reflects the variation in service needs of a cohort of children
from year to year. The greatest change, in the other category, is a
result of the state's including evaluations and assessments as services
in 1999 and not including them as services in the count for 2000.

**Illinois**---The increase in the number of services provided in
Illinois is the result of caseload growth during the 2000-01 reporting
period. The state continued implementation of a new front-end data
system, so the data are also cleaner.

**Minnesota**---The state does not collect services data by
race/ethnicity.

**Missouri**---The state attributes the decrease in the family training
category to improved staff training and to providing staff with a
clearer definition of the service category. In the past, any informal
directives or instruction provided to parents were counted under the
family training category. Family training is now defined as a formal
instructional course or training, and informal instruction to parents is
no longer counted in the category.

There was also a change in the data reporting method for the 2000-01
data collection. An electronic collection was used, resulting in more
timely and improved reporting. This in turn resulted in different and
more accurate categorization of services. This is especially noticeable
in the health services category, which shows a large decrease from last
year. Services previously reported as health services are now reported
in other categories.

The state no longer includes service coordination in the other services
category as was incorrectly done in previous submissions. This accounts
for the decrease in the other services category.

Changes have also been made to the methods of reimbursement for services
provided in a natural environment. This change resulted in a decrease in
reported transportation costs.

Vision services data have decreased because the state no longer counts
vision screening services provided prior to Part C eligibility
determination.

**Oklahoma**---In 2000, Oklahoma experienced a large increase in other
early intervention services. This increase reflects a change in where
the state reports child development specialists. In 1999, they were
counted in the special instruction category. In 2000, they were counted
in the other early intervention services category.

**Oregon**---Oregon reports that the increase in the number of other
early intervention services provided is the result of collecting data on
an increased range of other early intervention services for state use.
Prior to 2000-01 the state reported relatively small numbers
(approximately 20) of other early intervention services (e. g. ,
orientation and mobility and autism services), and categories and
definitions were changed. The 2000-01 data appear stable and represent
an accurate count of other early intervention services from the state.

**Table AH6: Early Intervention Personnel Employed**

**Alabama**---Alabama is unable to account for the decrease in total
staff. These data are as reported from providers.

**Florida**---Changes in the number of providers enrolled in the Early
Intervention Program reflect the changing array of individuals providing
services to the birth through 3-year-old population. Overall, the
Florida Early Intervention Program has made an effort to encourage and
enroll more professionals as service providers.

**Illinois**---Illinois reported that the increase in the number of
personnel employed is the result of caseload growth during the 2000-01
reporting period. The state also continued implementation of a new
front-end data system, so the data are cleaner.

**Missouri**---The state reported that the decrease in number of other
professional staff is a result of excluding service coordination from
the count. In previous years, service coordinators were incorrectly
included in the count of personnel.

**Nebraska**---Nebraska reports that the decline in the total number of
full-time equivalent personnel reported by the state may be because they
are now able to prorate the full-time equivalency based on caseload.
This enables them to collect more accurate full-time equivalency data.

**New York**---The state explained that the increase in number of
full-time equivalent personnel providing services is due to a change in
the requirements for individuals providing services under contract to a
provider agency. The New York City Early Intervention Program received
approximately 6,500 applications from individuals for approval as an
individual provider. If these individuals subcontract with or are
employed by a provider agency, they may also be listed as a full-time
equivalent on the agency's application or information updates.

**Ohio**---Ohio reported that the decline in the number of personnel is
because these data are not representative of service providers across
the state. Ohio is instituting a reporting tool to be used by all
agencies/organizations providing services to the early intervention
population. This survey will provide a more comprehensive report of
personnel who provide services to early intervention children in Ohio.

**Oregon**---Oregon reported an increase in the number of
paraprofessionals; the number of special educators and speech and
language pathologists also increased. The state explained that the
increases are not the result of a mistake or specific anomaly. However,
they were unable to provide a specific explanation.

**South Dakota**---The state explained that the decrease in the total
number of full-time-equivalent personnel employed is the result of newly
established criteria for determining billable travel time. This change
in criteria reduced the number of hours contracted and thereby reduced
the number of full-time equivalents. The state is working on
implementing changes to its data system that will help it distinguish
between hours contracted and hours reimbursed. These changes should
result in more accurate counts of full-time equivalents employed.