NCEE 2010-4005

Patterns in the Identification 

of and Outcomes for Children 

and Youth With Disabilities 

U . S . D E PA R T M E N T O F E D U C AT I O N
Patterns in the Identification 

of and Outcomes for Children 

and Youth With Disabilities

Final Report

January 2010

Jose Blackorby

Ellen Schiller

Sangeeta Mallik

Kathleen Hebbeler

Tracy Huang

Harold Javitz

Camille Marder

Katherine Nagle

Debra Shaver

Mary Wagner

Cyndi Williamson

SRI International

Yumiko Sekino

Project Officer

Institute of Education Sciences

NCEE 2010-4005

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education

Arne Duncan

Secretary

Institute of Education Sciences

John Q. Easton

Director

National Center for Education Evaluation and Regional Assistance

John Q. Easton

Acting Commissioner

January 2010

This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education 

Sciences, under contract no. ED-04-CO-0040/0007 with SRI International.

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint 

this publication is not necessary, the citation should read: Blackorby, J., Schiller, E., Mallik, S., Hebbeler, K., Huang, T., 

Javitz, H., Marder, C., Nagle, K., Shaver, D., Wagner, M., and Williamson, C. (2010). Patterns in the Identification of and 

Outcomes for Children and Youth With Disabilities (NCEE 2010-4005). Washington, DC: National Center for Education 

Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

IES evaluation reports present objective information on the conditions of implementation and impacts of the programs 

being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions 

policymakers or practitioners should take in light of the findings in the report.

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Acknowledgments 

This study was a collaboration among technical and support staff at SRI, technical experts, and 

Institute of Education Sciences staff. The range and complexity of the many different data 

sources relating to the research questions as well as student age levels created a study that was 

both technically and logistically complex. This study was made possible only by the collective 

contributions of a large group of people. The listed authors were a small part of the project team. 

The authors acknowledge the important contributions of the following individuals: 

	 The technical working group—Elaine Carlson, Mark Innocenti, Mary McClean, Martha 

Thurlow, and Jim Ysseldyke provided valuable insights and guidance on analytic 

strategies and on early versions of the report. 

	 SRI—Mary McCracken, Cyndi Williamson, Ethan Miller, and James Van Campen 

contributed invaluable programming, data analysis, and data display expertise throughout 

the study. The production team of Roxanne Jones, Doris Perkins, Bonnee Groover, 

Ascencion Villanueva, and Wanda Washington worked tirelessly to produce and 

coordinate the production of tables, graphs, and text formatting. Careful and thoughtful 

editing support was provided by Meredith Ittner, Mimi Campbell, and Kathryn Morrison. 

DISCLOSURE OF POTENTIAL CONFLICTS OF INTEREST 

The research team for this study consists of key staff from SRI International. The organization 

and the key staff members do not have financial interests that could be affected by findings from 

the study. None of the members of the Technical Working Group, convened by the research team 

to provide advice and guidance, have financial interests that could be affected by findings from 

the study. 

CONTENTS 

Executive Summary ........................................................................................................ ES-1
 

1. Introduction 	 ............................................................................................................... 1-1 

Legislative Background ............................................................................................... 1-1 

The National Assessment of IDEA 2004 ..................................................................... 1-3 

Patterns in the Identification of and Outcomes for Children and 

Youth With Disabilities .............................................................................................. 1-4 

Research Questions .............................................................................................. 1-4 

Methodological Approach ...................................................................................... 1-5 

Variables Used in Analyses .................................................................................. 1-6 

Analytic Procedures .............................................................................................. 1-6 

Overview of the Report ............................................................................................... 1-9 

2. Infants and Toddlers Identified for Early Intervention Services Under IDEA ...... 2-3 

Legislative Background ............................................................................................... 2-3 

Identification of Infants and Toddlers for Early Intervention Services Under IDEA .... 2-4 

Number and Percentage of Infants and Toddlers Identified for Services Under 

IDEA from 1997 to 2006 ..................................................................................... 2-4 

Percentage of Infants and Toddlers Identified for Services, by Race/Ethnicity 

(1998 through 2005) ........................................................................................... 2-8 

Number of Infants and Toddlers Identified for EI Services Under IDEA, 

by Gender (2006) ................................................................................................ 2-8 

Percentage of Infants and Toddlers Identified for EI Services, by 

State (1997 to 2006) ........................................................................................... 2-8 

Percentage of Infants and Toddlers Identified for Services, by State and OSEP 

Categorization of Eligibility Criteria ..................................................................... 2-12 

Declassification of Infants and Toddlers Who Had Been Identified for Early 

Intervention Services Under IDEA ............................................................................ 2-14 

Outcomes for Infants and Toddlers Identified for Early Intervention Services 

Under IDEA ............................................................................................................... 2-17 

Communication ..................................................................................................... 2-19 

Cognitive Development ......................................................................................... 2-23 

Social-Emotional Development ............................................................................. 2-30 

Physical Development and Health ........................................................................ 2-34 

Adaptive Development .......................................................................................... 2-38 

3. Preschool-Age Children Identified for Services Under IDEA 	 .................................. 3-2 

Legislative Background ............................................................................................... 3-2 

Identification of Preschool-Age Children for Services Under IDEA ............................. 3-2 

Number and Percentage of Children Identified for Services Under IDEA, 

by Age (1997 to 2006) ........................................................................................ 3-3 

Number of Children Ages 3 Through 5 Identified, by Gender (2006) .................... 3-7 

vii
Percentage of Children Ages 3 Through 5 Identified, by Race/Ethnicity 

(1997 to 2006) .................................................................................................... 3-7 

Percentage and Percentage Change of Children Ages 3 Through 5 Identified, 

by Disability Category (2004 and 2006) .............................................................. 3-9 

Percentage of Children Ages 3 Through 5 Identified for Services Under IDEA, 

by State (1997 to 2006) ...................................................................................... 3-11 

Outcomes for Children Identified for Preschool Services Under IDEA ....................... 3-13 

Emerging Academic Skills ..................................................................................... 3-13 

Social and Functional Development ...................................................................... 3-16 

Variations in Outcomes by Disability Category ..................................................... 3-18 

4. School-Age Children Identified for Services Under IDEA 	 ....................................... 4-2
 

Legislative Background ............................................................................................... 4-2 

Identification of School-Age Children for Services Under IDEA .................................. 4-3 

Number and Percentage of Children Identified for Services Under IDEA, by Age 4-4 

Number of School-Age Children Identified, by Gender ......................................... 4-8 

Number and Percentage of School-Age Children Identified, by Race/Ethnicity .... 4-8 

Percentage and Percentage Change of School-Age Children Identified, 

by Disability Category ......................................................................................... 4-10 

Percentage of School-Age Children and Youth Identified for Services Under 

IDEA, by State (1997 to 2005) ............................................................................ 4-15 

Declassification of School-Age Children With Disabilities ........................................... 4-17 

Frequency of Declassification ............................................................................... 4-17 

Differences in Declassification Rates, by Disability Category ............................... 4-18 

Academic Outcomes of Students Who Were and Were Not Declassified 
 

From IDEA Services ........................................................................................... 4-19 

Outcomes for School-Age Children Identified for Services Under IDEA ..................... 4-21 

Academic Skills in Reading and Mathematics (NAEP) ......................................... 4-21 

Comparisons of NAEP and State Accountability Tests ......................................... 4-31 

IDEA Eligibility Category Differences in the Reading and Mathematics Achievement 

of School-Age Students Identified for Services Under IDEA .................................... 4-37 

School Completion .................................................................................................. 4-41 

References......................................................................................................................... R-1 

Appendices 

A1. Database Descriptions ........................................................................................... A1-1
 

Common Core of Data (CCD) ................................................................................... A1-3 

The Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) .................. A1-5 

National Assessment of Educational Progress (NAEP) ............................................ A1-9 

National Early Intervention Longitudinal Study (NEILS) ............................................ A1-13 

National Household Education Surveys Program (NHES) ........................................ A1-17 

The National Health Interview Survey (NHIS) ............................................................. A1-19 

National Longitudinal Transition Study-2 (NLTS2) .................................................... A1-21 

National Vital Statistics System (NVSS) ..................................................................... A1-25 

viii
Pre-Elementary Education Longitudinal Study (PEELS) ............................................. A1-26 

Section 618 Data (DANS) ......................................................................................... A1-30 

Special Education Elementary Longitudinal Study (SEELS) ..................................... A1-32 

State Annual Performance Reports (APRs) - State Accountability Test Data ............ A1-35 

United States Census 2000 ........................................................................................ A1-37 

A2. Infants and Toddlers Identified for Early Intervention Services Under IDEA: 

Appendix Tables ..................................................................................................... A2-1 

A3. Preschool Children Identified for Services Under IDEA: Appendix Tables ....... A3-1 

A4. School-Age Children Identified for Services Under IDEA: Appendix Tables .... A4-1 

B. Technical Notes ....................................................................................................... B-1 

A. Variables Used in Analyses .................................................................................. B-3 

B. Calculation of Identification Percentages .............................................................. B-6 

C. Benjamini-Hochberg Approach to Multiple Comparisons ..................................... B-12 

D. Analyses Conducted ............................................................................................. B-13 

Chapter 2 – Early Intervention ............................................................................ B-13 

Chapter 3 – Preschool ........................................................................................ B-22 

Chapter 4 – School Age ..................................................................................... B-26 

References ................................................................................................................ B-35 

ix
LIST OF EXHIBITS 

Exhibit Page 

1.1 Federal IDEA formula grants in FY 1997, FY 2004 and FY 2008, 

by funding category ............................................................................................ 1-3 

1.2 List of variables and extant data sources, by age group ....................................... 1-8 

2.1 National number of infants and toddlers identified for services under IDEA, 

by age (2005) ..................................................................................................... 2-5 

2.2 National number and percentage of infants and toddlers identified for early 

intervention services under IDEA, by age (1997–2006) ..................................... 2-6 

2.3 Trends in national percentage of infants and toddlers identified for early 

intervention services under IDEA, by age (1997–2006) ..................................... 2-7 

2.4 National number and percentage of children ages birth through 2 identified for early 

intervention services under IDEA, by race/ethnicity (1998–2006) ..................... 2-9 

2.5 Trends in national percentage of children ages birth through 2 identified for early 

intervention services under IDEA, by race/ethnicity (1998–2005) ..................... 2-10 

2.6 Percentage of children ages birth through 2 identified for services under IDEA, 

national average for 50 states and DC, and in 50 states and the District of 

Columbia (1997, 1998–2005 average, and 2006) .............................................. 2-11 

2.7 Percentage of children ages birth through 2 identified for services under IDEA in 

50 states and the District of Columbia, by the state’s Office of Special Education 

Programs (OSEP) categorization of eligibility (2006) ......................................... 2-13 

2.8 National percentage of children exiting early intervention before 36 months of age 

and at 36 months of age who did and did not receive Part B services .............. 2-14 

2.9 National percentage of children no longer receiving early intervention services 

under IDEA at 36 months of age, by exit category (2005–2006) ....................... 2-15 

2.10 Percentage of children no longer receiving early intervention services under IDEA 

at 36 months of age, by exit category and state (fall 2005) ............................... 2-16 

2.11 National percentage of former EI participants for whom parents and teachers 

reported communication outcomes at 36 months of age and kindergarten ....... 2-20 

2.12 National communication outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category ........................................... 2-21 

2.13 National percentage of former EI participants for whom kindergarten teachers 

and parents reported communication outcomes, by child’s IEP status 

in kindergarten ................................................................................................... 2-22 

2.14 National percentage of former EI participants and of the general population for 

whom parents reported cognitive outcomes at 36 months and in kindergarten . 2-24 

2.15 National percentage of former EI participants and of the general population for 

whom kindergarten teachers reported mathematics and early literacy outcomes 2-25 

2.16 National cognitive development outcomes of former early intervention participants 

at 36 months and kindergarten, by eligibility category ....................................... 2-26 

x
Exhibit Page 

2.17 National percentage of former EI participants and of the general population for 

whom kindergarten teachers and parents reported cognitive outcomes, by IEP 

status for former EI participants ......................................................................... 2-28 

2.18 National percentage of former EI participants and of the general population for 

whom kindergarten teachers reported mathematics and early literacy outcomes, 

by IEP status for former EI participants .............................................................. 2-29 

2.19 National percentage of former EI participants for whom kindergarten teachers 

reported negative behaviors ............................................................................... 2-30 

2.20 National social-emotional development outcomes of former early intervention 

participants at 36 months and kindergarten, by eligibility category .................... 2-32 

2.21 National percentage of former EI participants for whom kindergarten teachers and 

parents reported social-emotional outcomes, by IEP status .............................. 2-33 

2.22 National percentage of former EI participants for whom kindergarten teachers 

reported negative behaviors, by IEP status ....................................................... 2-34 

2.23 National physical development outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category ........................................... 2-36 

2.24 National percentage of former EI participants and of the general population reported 

to have activity levels at kindergarten, by IEP status for former EI participants . 2-37 

2.25 National percentage of former EI participants and of the general population reported 

by parents to have “fair” or “poor” health at kindergarten, by IEP status for former 

EI participants .................................................................................................... 2-38 

2.26 National adaptive development outcomes of former early intervention participants 

at 36 months and kindergarten, by eligibility category ....................................... 2-39 

3.1 National number of preschool-age children identified for services under IDEA,
 

by age (2005) ..................................................................................................... 3-4 

3.2 National number and percentage of preschool-age children identified for services 

under IDEA, by age (1997–2006) ...................................................................... 3-5 

3.3 Trends in national percentage of preschool-age children identified for services 

under IDEA, by age (1997–2006) ...................................................................... 3-6 

3.4 National number and percentage of 3- through 5-year-olds identified for services 

under IDEA, by race/ethnicity (1998–2006) ....................................................... 3-7 

3.5 Trends in national percentage of 3- through 5-year-olds identified for services 

under IDEA, by race/ethnicity (1998–2006) ....................................................... 3-8 

3.6 National percentage of preschool-age children identified for services 

under IDEA, by disability category (2004 and 2006) .......................................... 3-10 

3.7 Percentage of 3- through 5-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia 

(1997, 1998–2005 average, and 2006) .............................................................. 3-12 

3.8 Mean literacy, numeracy, and preacademic skills scores of 3- through 5-year-olds 

identified for services under IDEA (2005) .......................................................... 3-15 

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Exhibit Page 

3.9 Mean social skills, problem behaviors, self-care, and self-direction scores of 3- 

through 5-year-olds identified for services under IDEA (2005) .......................... 3-17 

3.10 Mean emerging academic skills, social skills, and problem behavior scores of 3- 

through 5-year-olds identified for services under IDEA, by disability 

category (2005) .................................................................................................. 3-19 

4.1 National number of school-age children identified for services under IDEA, 

by age (2005) ..................................................................................................... 4-5 

4.2 National number and percentage of school-age children identified for services 

under IDEA, by age group (1997–2005) ............................................................ 4-6 

4.3 Trends in national percentage of school-age children identified for services under 

IDEA, by age group (1997–2005) ...................................................................... 4-7 

4.4 National number and percentage of 6- through 21-year-olds identified for services 

under IDEA, by race/ethnicity (1998–2005) ....................................................... 4-8 

4.5 Trends in national percentage of 6- through 21-year-olds identified for IDEA 

services, by race/ethnicity (1998–2005) ............................................................. 4-9 

4.6 National percentage of school-age children identified for services 

under IDEA, by age group and disability category (1997 and 2005) ................ 4-12 

4.7 Percentage of 6- through 17-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia 

(1997, 19982004 average, and 2005) .............................................................. 4-16 

4.8 Percentage of 6- through 12-year-olds identified for IDEA services in December 1999 

who were declassified by spring 2002, by disability category ............................ 4-19 

4.9 Mean WJ III reading and mathematics scores of 6- to 17-year-old children identified 

for IDEA services, by classification status (2002) .............................................. 4-20 

4.10 Mean reading and mathematics scale scores of fourth- and eighth-grade students 

identified and not identified for services under IDEA (2003, 2005, and 2007) ... 4-23 

4.11 Mean reading scale scores of fourth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) .... 4-25 

4.12 Mean reading scale scores of eighth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) .... 4-27 

4.13 Mean mathematics scale scores of fourth-grade students identified and not 

identified for services under IDEA, by state and compared with national 

averages (2007) ................................................................................................. 4-29 

4.14 Mean mathematics scale scores of eighth-grade students identified and not 

identified for services under IDEA, by state and compared with national 

averages (2007) ................................................................................................. 4-30 

4.15 Percentage of fourth-grade students identified for IDEA services performing 

at “basic or above” and “proficient or above” in reading, by state (2003) ........... 4-33 

4.16 Percentage of eighth-grade students identified for services under IDEA performing 

at “basic or above” and “proficient or above” in reading, by state (2003) ........... 4-34 

xii
Exhibit Page 

4.17 Percentage of fourth-grade students identified for services under IDEA performing 

at “basic or above” and “proficient or above” in mathematics, by state (2003) .. 4-36 

4.18 Mean WJ III reading scores of school-age children identified for services under 

IDEA: ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), 

by disability category .......................................................................................... 4-38 

4.19 Mean WJ III mathematics scores of school-age children identified for services 

under IDEA: ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), 

by disability category .......................................................................................... 4-40 

4.20 National percentage of youth identified for services under IDEA no longer in high 

school, by exit type (1998–2005) ....................................................................... 4-42 

4.21 National percentage of school-age youth who had been identified for services 

under IDEA and were no longer in high school, by exit type and disability 

category (2005) .................................................................................................. 4-43 

4.22 National percentage of school-age youth identified for services under IDEA 

exiting high school with a diploma, by disability cluster and category (2003 

through 2005) ..................................................................................................... 4-45 

4.23 National percentage of school-age youth identified for services under IDEA exiting 

high school by dropping out, by disability cluster (2003 through 2005) ............. 4-47 

4.24 National percentage of school-age youth identified for services under IDEA exiting 

high school by receiving a certificate of completion, by disability cluster (2003 

through 2005) ..................................................................................................... 4-48 

4.25 National percentage of school-age youth identified for services under IDEA exiting 

high school by reaching the maximum age for service, by disability cluster (2003 

through 2005) ..................................................................................................... 4-49 

4.26 Averaged freshman graduation rate of school-age youth identified for services 

under IDEA and total population, by state (2005 and 1998–2004 average) ...... 4-51 

xiii
Executive Summary 

Patterns in the Identification of and Outcomes for 

Children and Youth With Disabilities 

Reported here are the results of analyses to describe the patterns of identification and 

academic and developmental outcomes for children with disabilities, conducted as part of the 

2004 National Assessment of the implementation of the Individuals with Disabilities Education 

Act (IDEA). This report provides background context for National Assessment studies on 

program implementation and effectiveness. It provides a national description of the outcomes of 

children identified for services under IDEA and, as appropriate, in comparison with the 

outcomes of samples including their nondisabled peers. The results are presented by the age 

groups that correspond with a federal and local emphasis on children younger than school age 

and in elementary, middle and high schools, ages 0–3, 3–5, 6–9, 10–13, and 14–17. Further, the 

findings are reported across a 10-year time frame as well as for a single time point, describing a 

comprehensive picture of identification patterns and outcomes for each age group. Finally, extant 

data sources were used for analysis rather than costly new data collection. This report objectively 

presents descriptive findings from these analyses and provides relevant contextual information, 

such as the legislative background on IDEA. This study was not designed to assess how 

outcomes presented in this report are affected by identification or declassification practices, nor 

is it designed to measure impacts of IDEA services on child outcomes. 

Legislative Background 

Since the 1960s, federal legislation has focused on educating children with disabilities, 

providing grants to improve education and services for the children and their families. In 1975, 

the Education of All Handicapped Children Act (EHA), also called Public Law 94-142, ensured 

that children and youth ages 3 through 21 with disabilities have equal access to an education. 

Through this law, the federal government offers grants to states to help support the direct 

services provided for children determined to be eligible under the law to receive a “free 

appropriate public education” (FAPE) in the general education environment “to the maximum 

extent appropriate.” 

In a series of reauthorizations of this landmark legislation over the subsequent three 

decades, other provisions were added, including provision of federal funding to support services 

to 3- to 5-year-olds and infants and toddlers (ages birth through 2 years) with disabilities (P.L. 

99-457). In 1990, P.L. 101-476 renamed the EHA as the Individuals with Disabilities Education 

Act (IDEA) and extended the law to support youth with disabilities in the transition to young 

adulthood. The reauthorization of IDEA in 1997 (P.L. 105-17) placed greater emphasis on 

improving students’ inclusion in accountability systems, giving them access to the general 

education curriculum, and improving their academic performance, including improving the 

developmental outcomes for infants and toddlers. 

The most recent reauthorization of IDEA in 2004 (P.L.108-446) brought further evolution 

in the law. Although IDEA 2004 continues to ensure all children with disabilities receive a “free 

appropriate public education” (FAPE), amendments affected state and local policies by 

stipulating that children with disabilities make progress in the general education curriculum and 

improve their academic and developmental outcomes. The 2004 reauthorization was aligned 

ES-1
 
 

more clearly with the guiding federal legislation, the No Child Left Behind Act of 2001. 

Specifically, states are expected to align their performance goals and indictors for children with 

disabilities with their definition of adequate yearly progress (AYP) and report on graduation 

rates and drop-out rates. Children with disabilities are expected to participate in state assessment 

systems and demonstrate continued improvement and progress in their academic outcomes, 

including those students who take an alternate assessment. States publicly report on children with 

disabilities’ participation and progress toward meeting state goals on the assessments with the 

same frequency and detail as for children without disabilities. For children receiving early 

intervention and preschool services under IDEA, greater emphasis is on targeting developmental 

and academic outcomes, including preliteracy and language skills, as specified in the 

Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP). 

IDEA 2004 also made changes affecting who could be served with IDEA funds. First, local 

education agencies can use a portion of the IDEA funds to provide early intervening services in 

grades K through 12 for students struggling with and needing additional academic and 

behavioral supports to succeed in the general education environment. Second, states are required 

to establish policies to prevent inappropriate overidentification by race and ethnicity of children 

with disabilities and to collect and examine data to determine whether significant 

disproportionality on the basis of race and ethnicity exists in the state and districts. 

To implement the law, federal funds supplement state and local funds. Part C of IDEA 

provides states with grants to support early intervention services for infants and toddlers from 

birth through age 2 and their families. Part B, Section 619, provides states with funding 

specifically to support special education and related services for preschool-age children, ages 3 

through 5. Part B, Section 611, provides grants to support states’ special education services for 

school-age students, ages 3 through 21.1

 The total formula grants to states have increased in 

current-year dollars from $3.78 billion in fiscal year (FY) 1997 to $11.76 billion in FY 2008. In 

addition to the FY2009 annual formula grants, $12.20 billion in IDEA funding was provided to 

States through the American Recovery and Reinvestment Act of 2009 (P.L. 111-5, also known as 

ARRA or the Recovery Act). To obtain these resources, states submit to the U.S. Department of 

Education (ED) their applications, which include assurances regarding how the State identifies 

children who are eligible for IDEA services, and ensures the provision of appropriate services to 

children with disabilities. States vary in the ways that they implement both the identification of 

eligible children with disabilities and the provision of IDEA services. 

National Assessment of IDEA 

Since its inception in 1975, IDEA has included provisions for collecting information on the 

implementation and impact of the law and reporting findings annually to the U.S. Congress. In 

subsequent reauthorizations of IDEA, Congress added provisions to conduct national 

assessments to evaluate service implementation and outcomes for children. For example, in 

response to the call for a National Assessment in the 1997 reauthorization, the U.S. Department 

1 Of the two remaining subparts of the law, Part A states the purposes of IDEA, including definitions of key 

concepts. Part D authorizes a discretionary program, the National Activities to Improve Education of Children 

With Disabilities, designed to support the implementation of IDEA, including research, technical assistance and 

dissemination, state improvement grants, and training personnel to educate students with disabilities. 

ES-2
 
 

 

of Education funded a portfolio of special studies including four longitudinal child-based studies2 

on specific age groups and three topical studies addressing key issues in special education.3 

The 2004 reauthorization of IDEA also called for a National Assessment to measure the 

implementation progress of IDEA and the relative effectiveness of the law in achieving its 

purpose (Section 664(b)). The 2004 National Assessment was intended to build on work 

conducted under the National Assessment required by IDEA 1997 and to conduct new studies as 

appropriate. In response, the National Center for Education Evaluation at the Institute of 

Education Sciences (IES) initiated a design study advised by practitioners, researchers, and 

evaluation experts to develop research questions and approaches to address the goals for the 

2004 National Assessment (Fiore et al. 2007). The design study translated the topics identified in 

the law into specific research questions. Information generated from answering the research 

questions through this National Assessment was intended to help federal policymakers and state 

and local administrators implement the law more effectively and to help federal policymakers 

shape future legislation regarding infants, toddlers, preschoolers, children, and youth with 

disabilities. 

By December 2009, IES initiated six studies as part of the 2004 National Assessment: 

(1) analyses of extant data to provide descriptive information on the patterns in the identification 

of and outcomes for children with disabilities as background for subsequent studies on program 

implementation and effectiveness of services, (2) a study on state and district implementation of 

policies and practices for children with disabilities, (3) an evaluation study of the Personnel 

Development Program, (4) an evaluation of Response to Intervention strategies in elementary 

reading, (5) a study of school improvement status as it relates to students with disabilities, and 

(6) an evaluation of the Technical Assistance and Dissemination Program. SRI International was 

charged with conducting the first study, and findings from it are the subject of this report. 

Patterns in the Identification of and Outcomes for Children and 

Youth With Disabilities 

The topics of this study were (1) identification of children for early intervention and special 

education, (2) declassification of children who were no longer eligible for early intervention and 

special education services, and (3) outcomes for children identified for services under IDEA. 

Under an earlier contract, a design team had reviewed sources of national data already collected 

on special education and early intervention through other studies or as part of ongoing data 

collection systems, identified the sources that could be useful in addressing these three topics, 

and determined which topics were likely to be addressed with the available data and which 

would require collecting new data (Abt Associates and Westat 2007). Building on the work of 

the design team, this study addressed the following research questions using the extant data— 

2 These were the National Early Intervention Longitudinal Study (NEILS), examining children birth through 

age 2 and their families who received early intervention services; the Pre-Elementary Education Longitudinal 

Study (PEELS), addressing children receiving preschool special education services; and the Special Education 

Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2), which 

focused on 6- through 12-year-olds and 13- through 16-year-olds, respectively, who were receiving special 

education services when the studies began. (Details on these studies are in the Methodological Approach section 

of chapter 1 and appendix A.1). 3 These were the Study of State and Local Implementation of IDEA (SLIIDEA), the Study of Personnel Needs in 

Special Education (SPeNSE), and the Special Education Expenditure Study (SEEP). 

ES-3
 
 

 

that is, data already collected through other studies or as part of ongoing data collection 

systems—as a cost-effective means of addressing the following descriptive research questions 

for the National Assessment: 

Key questions related to identification: 

	 What is the percentage of children identified for early intervention and special education 

services under IDEA? What is the variation in the percentage identified over time and 

by age, gender, race/ethnicity, and disability categories? 

	 What is the variation across states and over time in the percentage of children identified 

for early intervention or special education services under IDEA? 

Key questions related to declassification: 

	 What percentage of children identified for early intervention and special education 

services lose eligibility (are declassified)? 

	 How do the developmental and academic outcomes for children who are declassified 

compare with those for children with disabilities who continue receiving services under 

IDEA? 

Key questions related to outcomes: 

	 How do developmental and academic outcomes for children with disabilities identified 

for services under IDEA compare with those for children not identified for services 

under IDEA? 

	 How do developmental and academic outcomes for children with disabilities vary by 

disability categories within age groups and over time? 

The research questions were examined for the three age groups covered under IDEA: 

infants and toddlers (birth through age 2), preschool-age (ages 3 through 5), and school-age 

children and youth with disabilities (ages 6 through 21). 

In addition, the research questions addressed both one point in time and trends over time. 

The time frame most relevant for addressing research questions at one point in time was the most 

recent year of data available. For analyses of changes over time, 1997 was chosen as the starting 

point because it was the year of the last IDEA reauthorization before the 2004 reauthorization. 

Two sets of analytic activities were conducted to address the research questions. A review 

of relevant literature was conducted to identify published sources of data and analyses of 

pertinent data sources from which findings were drawn. On the basis of this initial review, extant 

databases were selected to conduct new analyses addressing the research questions for this study. 

As a result, the following 14 datasets were selected that targeted the age ranges of interest and 

the time frame most relevant for this study: 

Population data on children identified for services under IDEA: 

	 Data Analysis System (DANS) 

	 State Annual Performance Reports (APR) 

Population data used for identification and graduation ratios: 

	 Common Core of Data (CCD) 

ES-4
 
 

 

 

	 U.S. Census (2000) 

	 National Vital Statistics System (NVSS) 

Sample data from four longitudinal studies that followed nationally representative samples 

of children of different age groups identified for services under IDEA:4 

	 National Early Intervention Longitudinal Study (NEILS) of infants and toddlers 

	 Pre-Elementary Education Longitudinal Study (PEELS), of children ages 3 through 5 

	 Special Education Elementary Longitudinal Study (SEELS) of children ages 6 

through 12 

	 National Longitudinal Transition Study-2 (NLTS2) of children ages 13 through 21. 

Sample data on the outcomes of the general population for comparison with the outcomes of 

children identified for services under IDEA: 

	 Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) 

	 National Health Interview Survey (NHIS) 

	 National Household Education Surveys (NHES) (1999), used to compare outcomes for 

infants and toddlers 

	 National Assessment of Educational Progress (NAEP), used to compare outcomes of 

school-age children. 

Analyses using population data were considered to be descriptive, and no statistical testing 

was conducted. When analyses included sample data, statistical testing was conducted. When 

sample data were used for comparison of outcomes, t tests for differences in mean values were 

applied to calculate the statistical significance of the comparison, and when appropriate the 

Benjamini-Hochberg (1995) procedure was used to control the false discovery rate. The alpha 

level was set to .05 for each family of comparisons. 

For the research questions concerning identification, data include the number of children 

identified for services under IDEA; the percentage of children from the total population who 

were identified for services under IDEA are presented by age, race/ethnicity, and state; and the 

gender composition of children identified for services under IDEA Part B. Declassification data 

are presented on the percentage of children no longer eligible for early intervention or special 

education services and their outcomes as compared with children who continue to receive 

services. Data on outcomes for children identified for services under IDEA include academic and 

developmental outcomes and trends over time. Analysis results include comparisons over time 

between children identified for and not identified for services under IDEA, between state results 

and national averages, with the general population means, across IDEA eligibility categories, and 

across ages. A description of school completion by disability category and cluster is also 

presented. 

All comparisons of outcomes between children identified for services under IDEA and other 

children and between children identified for services under IDEA across states and over time are 

4	 Although these data sources include outcome data that predate the 2004 reauthorization of IDEA, they are the 

only data sources available to address the study question on the variation by disability category in the outcomes 

for children with disabilities. Detailed descriptions of these data sources are included in appendix A.1. 

ES-5
 
presented for descriptive purposes only. These comparisons were not designed and are not 

suitable, to measure the impacts of IDEA on child outcomes. 

The following sections highlight results for each of the three age groups—infants and 

toddlers, ages birth through 2, who were served under Part C of the law; preschool-age children, 

ages 3 through 5, served in Part B preschool programs; and school-age children and youth ages 6 

through 21 served in Part B programs. For each age group, the patterns of identification and the 

academic and developmental outcomes for children with disabilities are addressed. 

Declassification information (the loss of eligibility for services) is presented for infants and 

toddlers and school-age children and youth. 

Population of Children Identified for Services Under IDEA 

In 2005, states reported that 7,013,238 children ages birth through 21 years had been 

identified for early intervention and special education services under IDEA, including both 

children newly identified in the year represented by the count and children identified in earlier 

years who continued to receive services. The total number of children identified for each age 

group is presented in exhibit ES.1 and summarized as follows: 

	 294,714 infants and toddlers (ages 0 through 2) were reported by states as having been 

identified for early intervention services under Part C of IDEA. 

	 698,928 preschool-age children (ages 3 through 5) were reported by states as having 

been identified for preschool-age services under Part B of IDEA. 

	 6,019,596 school-age children and youth (ages 6 through 21) were reported by states as 

having been identified for school-age services under Part B of IDEA. 

Data on the gender of children identified for services under IDEA were collected by DANS 

for the first time in 2006. In each age group, more males than females were identified for 

services under IDEA. For infants and toddlers, 59.46 percent were male. The composition of 

males and females identified for services under IDEA was comparable for preschool and schoolage children—69.29 percent of children ages 3 through 5 were male, and 66.91 percent of 

children ages 6 through 21 were male. 

ES-6
 
Exhibit ES.1. National number of children identified for services under IDEA, by age (2005) 

Number 

600,000 

500,000 

400,000 

300,000 

200,000 

100,000 

0 

N = 7,013,238 

Age 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 

158,404 245,526 361,567 454,033 504,071 514,497 521,723 484,682 209,608 28,617 

of children 

2005 Total number 41,865 

94,445 153,320 300,082 411,694 488,367 509,464 519,873 519,973 417,768 60,306 13,353 

 

Exhibit reads: Nationwide, 41,865 children less than 1 year old were identified for services under Part C of IDEA in 

2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA, 

based on enrollment numbers at a single time point between October 1, 2005, and December 1, 2005. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Affairs (BIA) children. This exhibit displays the number of children identified for services under IDEA from birth through age 21. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartCChildCount.asp. 

Key Findings for Infants and Toddlers Identified for Early Intervention 

Services Under IDEA 

This section presents the main findings for infants and toddlers (ages birth through 2) who 

were identified for early intervention (EI) services under IDEA Part C.5

 Results include the 

identification patterns, rates of loss of eligibility for EI services through declassification, and 

academic and developmental outcomes. Results on identification patterns are based on data from 

DANS and NVSS. Declassification information is based on data from NEILS and DANS. 

Outcomes analyses are based on data from NEILS, ECLS-K, NHIS, and NHES, and from NEILS 

reports. 

5	 Identification percentages in this section were computed for each year using the number of infants and toddlers 

identified under Part C (DANS) as a percentage of the total population of infants and toddlers (NVSS). NVSS 

birth data were used to create a proxy for the total number of infants and toddlers birth through age 2 in the 

population. Percentages were computed for each age year and race/ethnicity category using the same data sources. 

ES-7
 
 

 

 

Identification of Infants and Toddlers for Early Intervention Services Under 

IDEA 

	 In 2006, the percentage of infants and toddlers identified for services under IDEA 

was 2.40 percent (n = 299,848), an increase from 1.65 percent (n = 192,469) in 1997. 

	 Between 1997 and 2006, changes in the percentage of infants and toddlers served 

under IDEA varied by year of age. The percentage of children from birth through age 

2 who were receiving early intervention nationally declined from 1997 to 1998 

(1.65 percent to 1.57 percent) but then increased every year thereafter, reaching 

2.40 percent in 2006. The greatest increase, from 2.42 percent in 1998 to 3.91 percent in 

2006, was for 2-year-olds (see exhibit ES.2). 

	 In 2005, the percentage of infants and toddlers identified for EI services under 

IDEA varied by race/ethnicity. Percentages ranged from 1.95 percent (Asian infants 

and toddlers) to 2.55 percent (White infants and toddlers). The percentages for 

American Indian, Black, and Hispanic infants and toddlers were 2.45 percent, 2.32 

percent, and 2.09 percent, respectively. 

	 From 1998 to 2005, the percentage of infants and toddlers identified for EI services 

under IDEA for all five race/ethnicity categories increased. The percentage of Black 

(1.66 percent to 2.32 percent), Hispanic (1.11 percent to 2.09 percent), Asian 

(1.18 percent to 1.95 percent), White (1.41 percent to 2.55 percent), and American 

Indian (1.81 percent to 2.45 percent) infants and toddlers identified for EI services 

nationally increased from 1998 to 2005 (percentage changes of 0.66, 0.98, 0.77, 1.14, 

and .64, respectively), with the percentages for White infants and toddlers showing the 

greatest change. 

	 In 2006, states varied in the percentage of infants and toddlers identified for 

services under IDEA. The percentage of children identified for services ranged from 

7.19 percent in Hawaii to 1.18 percent in Mississippi. In 2006, the percentage of 

children identified was higher than in 1997 for 47 states (the exceptions were Delaware, 

Florida, Mississippi, and Ohio). Fourteen of the 22 states with broad eligibility criteria 

had higher identification percentages than the national percentage, and 12 of the 16 

states with narrow criteria had lower percentages than the national percentage.6 

6	 Eligibility varies throughout the country for Part C services, with states identified by the Office of Special 

Education Programs (OSEP) as having “broad,” “moderate,” and “narrow” eligibility criteria. The criteria is based 

upon averaging descriptors (percent delay, age/month delay, standard deviation, and undefined variable related to 

if a state serves at-risk) in states’ eligibility definitions (Mackey Andrews and Taylor 2007). 

ES-8
 
0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 

Year 

Birth to less than 1 

1 to less than 2 

2 to less than 3 

Birth through 2 

Percent 

Exhibit ES.2. Trends in national percentage of infants and toddlers identified for early intervention 

services under IDEA, by age (1997–2006) 

Exhibit reads: Nationwide, the percentage of 2-year-olds identified for services under IDEA increased from 

2.49 percent in 1997 to 3.91 percent in 2006. 

NOTE: The percentage of children who were identified was calculated by dividing the number of children identified for services 

under IDEA (DANS) in a given age group by the total number of children in the same age group as indicated by the NVSSconstructed population proxy. The numbers of children identified are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children newly 

identified in the year represented by the count and children identified in earlier years who continue to receive services under 

IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Affairs (BIA) children. 

The total number of children is a population proxy constructed with National Vital Statistics System (NVSS) birth data, including 

births on the Indian reservations. Birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartCChildCount.asp; U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System, 1990–2005, retrieved January 11, 2008, from http://205.207.175.93/vitalstats/ReportFolders/ReportFolders.aspx; birth 

data for 2006 are from table 6, p. 12, of Hamilton, Martin, and Ventura (2007). 

ES-9
 
Declassification of Infants and Toddlers Who Had Been Identified for Early 

Intervention Services Under IDEA 

	 A longitudinal study of infants and toddlers who were identified for the first time 

for EI services in 1997–1998 found that 18 percent exited, i.e. left the EI system, 

before reaching the age limit of 36 months for EI services. These children exited 

early intervention for various reasons, such as meeting all their developmental goals and 

losing eligibility because of developmental progress or parents’ choosing to withdraw 

from services. 

	 Nationally, of all infants and toddlers identified for services under IDEA who 

exited early intervention at 36 months from 2005 to 2006, 66 percent were reported 

by states to have been eligible for Part B, Section 619, preschool services (see 

exhibit ES.3). The percentage of children receiving EI services at 36 months who were 

then eligible for Part B services ranged from 100 percent in Minnesota to 10 percent in 

the District of Columbia. 

Exhibit ES.3. National percentage of children no longer receiving early intervention services under 

IDEA at 36 months of age, by exit category (2005–2006) 

Exited with 

no referrals 

(6%) 

programs 

(12%) 

Part B eligible Part B eligibility (66%) not determined 

(17%) 

Exited to other 

Exhibit reads: Nationwide, of all children served under IDEA who left EI at 36 months from 2005 to 2006, 

66 percent were eligible for Part B services. 

NOTE: The DANS data represented in this exhibit reflect data on all children who exited EI programs at 36 months of age in 

fall 2005. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), retrieved 

December 7, 2007, from https://www.ideadata.org/tables30th%5Car_7-8.xls. 

Outcomes for Infants and Toddlers Identified for Services under IDEA 

The NEILS dataset can be used to describe outcomes for children who received EI services 

nationally. NEILS outcome data collection included parent-reported information at 36 months of 

age and parent- and teacher-reported information in kindergarten. Information was collected 

from both parents and teachers as to whether or not children had been identified for services 

under Part B IDEA in kindergarten. Overall, 55 percent of former EI participants were identified 

for special education services in kindergarten (i.e., had Individualized Education Programs). This 

ES-10
 
 

section highlights children’s outcomes at 36 months of age (based on parent report) and in 

kindergarten (based on teacher and parent reports) across five developmental domains 

(communication, cognition, social emotional, physical and adaptive development). Most of the 

findings are based on items in the NEILS parent interviews and teacher survey that were 

developed for the study, including items that asked parents and teachers to report on the child’s 

level of accomplishment across developmental milestones and the child’s skill level compared to 

other children the same age. Some items were taken from protocols developed for other studies 

so the information could be compared to the general population (defined as including both 

children receiving and not receiving EI or special education services). 

Key findings highlight overall outcomes for children identified for EI services under IDEA. 

Where applicable, outcome data were compared with general population data on 3- and 5-yearolds from the public use datasets of the following sources: National Household Education Survey 

(NHES), Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K), and the National 

Health Interview Survey (NHIS) datasets. Additional findings highlight outcomes by Part C 

eligibility category7

 and comparisons of kindergarten outcomes for former EI participants with 

Individualized Education Plans (IEPs) and without IEPs. 

	 On outcomes for all five domains (communication, cognitive, social-emotional, 

physical development, and adaptive skills), children identified for EI services 

demonstrated skills at lower levels than expected for their age at both 36 months 

and kindergarten. For example, at age 36 months, 42 percent (standard error 

(SE) = 1.39) of EI participants were reported by parents to communicate their needs as 

well as other children their age. At kindergarten, 37 percent of former EI participants 

(SE = 2.02) were reported by their parents to have mastered all communication 

milestones expected of a 5-year-old (see exhibit ES.4). 

7	 IDEA Part C eligibility categories include developmental delay, diagnosed condition, at risk for delay. According 

to the federal regulations for IDEA, 34 C.F.R. §303.16(a), “...infants and toddlers with disabilities means 

individuals from birth through age two who need early intervention services because they--1) Are experiencing 

developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the 

following areas: (i) Cognitive development. (ii) Physical development, including vision and hearing. 

(iii) Communication development. (iv) Social or emotional development. (v) Adaptive development; or 2) Have a 

diagnosed physical or mental condition that has a high probability of resulting in developmental delay. (b) The 

term may also include, at a State's discretion, children from birth through age two who are at risk of having 

substantial developmental delays if early intervention services are not provided.” 

ES-11
 
Exhibit ES.4. Parent and teacher reported communication outcomes at 36 months of age and 

kindergarten for former EI participants 

Outcome Percent SE N

Parent report: 36 months of age 

Communicates needs as well as other children 41.7 1.39 2,670 

When child talks to other people she/he doesn’t know well, she/he 

is very easy to understand 18.8 1.29 2,644

All age-expected communication milestones mastered 29.0 0.99 2,651 

Parent report: kindergarten 

Communicates needs as well as other children 59.9 1.49 2,280 

When child talks to other people she/he doesn’t know well, she/he 

is very easy to understand 39.7 1.10 2,165

All age-expected communication milestones mastered 36.9 2.02 2,095 

Understands verbal and nonverbal communication as well as other 

children	 63.0 1.37 2,275

Teacher report: kindergarten 

Understands others as expected for age 59.7 0.86 1,539 

Communicates with others as expected for age 50.0 1.28 1,549 

 

Exhibit reads: When former early intervention participants were 36 months of age, parents of 41.7 percent 

reported that the children communicated their needs as well as other children their age. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention 

Longitudinal Study (NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

	 For the parent-reported measures of early literacy and mathematics skills, former 

EI participants demonstrated significantly lower skills than the general population 

of 3-year-olds. When children were 36 months of age, parents reported that 17 percent 

(SE = 1.13) of former EI participants could recognize most or all letters of the alphabet, 

whereas parents of 37 percent (SE = 1.41) of children in the general population8 

reported that their children could do so (p < .001) (see exhibit ES.5). Thirteen percent 

(SE = 1.38) of former EI participants were reported to be able to count to 20 or higher, 

whereas 41 percent (SE = 1.43) of children in the general population were reported to be 

able to (p < .001). 

	 At both 36 months and kindergarten, children eligible because of a risk condition 

were reported by parents and teachers to have higher skills in all five domains— 

communication, cognitive, social-emotional, physical development, and adaptive 

skills—compared with children with a diagnosed condition. For example, 33 percent 

(SE = 3.78) of children with a risk condition at entry to early intervention and 

31 percent (SE = 7.01) of those with a developmental delay were reported by parents to 

have mastered all age-expected physical milestones at 36 months, compared with 

15 percent (SE = 1.57) of those with a diagnosed condition (p < .001 for both 

comparisons). At kindergarten, the pattern was similar: 28 percent (SE = 4.55) of 

children with an at-risk classification at entry into early intervention and 24 percent 

(SE = 2.89) of those with developmental delays were reported to have mastered all their 

8 General population statistics are based on data from the National Household Education Survey (NHES). 

ES-12
 
kindergarten milestones, compared with 10 percent (SE = 1.95) of children with a 

diagnosed condition (p < .001 for both comparisons). 

Exhibit ES.5. National percentage of former EI participants and of the general population for whom 

parents reported cognitive outcomes at 36 months and in kindergarten 

36 MONTHS 

Child can recognize most or all 

of the letters of the alphabet 

Child can count to 20 or higher 

0 20 40 60 80 100 

Percent 

82 

75 

41 

37 

72 

70 

13 

17 

Former EI participants 

General population 

KINDERGARTEN 

Child can recognize most or all 

of the letters of the alphabet 

Child can count to 20 or higher 

Exhibit reads: Nationwide, 17 percent of 3-year-olds who were former EI participants were reported by their 

parents to be able to recognize most or all letters of the alphabet. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews (public use dataset), 2007; general population data from the National Household Education Survey 

(NHES) public use dataset, 1999 parent interview, available at http://nces.ed.gov/nhes/dataproducts.asp. 

	 Teachers’ reports of seven mathematics and nine early literacy skills at 

kindergarten indicated that larger percentages of former EI participants without 

IEPs than those with IEPs performed at age-expected levels and at levels 

comparable to the general population. For example, in mathematics, 16 percent 

(SE = 1.47) of former EI participants with IEPs were reported to use a variety of 

strategies to solve mathematics problems, compared with 49 percent (SE = 2.25) of 

children without IEPs (p < .001) and 46 percent (SE = 0.89) of children in the general 

population (p < .001). In early literacy, 11 percent (SE = 1.28) of former EI participants 

with IEPs were reported to be able to compose simple stories, according to their 

kindergarten teachers, compared with 31 percent (SE = 1.58) of children without IEPs 

(p < .001) and 32 percent (SE = 0.81) of children in the general population (p < .001). 

ES-13
 
 

Key Findings for Preschool-Age Children Identified for 

Services Under IDEA 

This section highlights findings for children ages 3 through 5 identified for services under 

IDEA Part B preschool programs. Results reported include the identification of preschool 

children for services under IDEA and their academic and social outcomes. Information on 

identification is based on data from DANS and NVSS.9 Analyses on children’s outcomes are 

based on data from PEELS. 

Identification of Preschool-Age Children for Services Under IDEA 

	 In 2006, the percentage of preschool-age children identified for services under 

IDEA was 5.82 percent (n = 706,242), an increase from 4.70 percent (n = 564,270) 

in 1997 (see exhibit ES.6). This overall increase from 1997 to 2006 was 1.12 percentage 

points, and the percentage of 3- through 5-year-olds increased every year from 1997 to 

2006 for the overall preschool-age group. 

	 In 2006, the percentage of preschool-age children identified for services under 

IDEA differed for children of each single year of age (see exhibit ES.6). As shown in 

exhibit ES.6, the highest percentage was among 5-year-olds (7.41 percent), followed by 

4-year-olds (6.07 percent) and 3-year-olds (4.01 percent). 

	 The percentage of preschool-age children identified for services increased from 

1997 to 2006 for each single year of age. For 5-year-old children, the percentage 

increased from 6.27 percent to 7.41 percent (1.14 percentage increase); for 4-year-olds, 

it increased from 4.89 percent to 6.07 percent (1.18 percentage increase); and for 3-yearolds, it increased from 2.88 percent to 4.01 percent (1.13 percentage increase). 

	 In 2006, the percentage of 3- through 5-year-olds identified for services under 

IDEA differed by children’s race/ethnicity category. Percentages ranged from 

3.59 percent (Asian preschool-age children) to 8.14 percent (American Indian 

preschool-age children). The percentages for White, Black, and Hispanic preschool-age 

children were 6.45 percent, 5.93 percent, and 4.52 percent, respectively. 

	 Between 1998 and 2006, the relative position of preschool-age children by 

race/ethnicity category remained the same for those identified for services under 

IDEA. For each year from 1998 to 2006, American Indian preschool-age children had 

the highest identification percentages (ranging from 6.31 percent in 1998 to 8.14 percent 

in 2006) followed by White (4.86 percent to 6.45 percent), Black (4.43 percent to 

5.93 percent), Hispanic (3.10 percent to 4.52 percent), and Asian preschool-age children 

(2.28 percent to 3.59 percent). 

ES-14
 

9 

 Identification percentages in this section were computed for each year using the number of preschool-age 

children identified under Part B (DANS) as a percentage of the total population of children ages 3 through 5 

(NVSS). NVSS birth data, including births on Indian reservations, were used to create a proxy for the total 

number of children ages 3 through 5 in the population. Percentages were computed for each age year and 

race/ethnicity category using the same data sources. 
Exhibit ES.6. Trends in national percentage of preschool-age children identified for services under 

IDEA, by age (1997–2006) 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 

Year 

Age 3 

Age 5 

Age 3-5 

Percent 

Age 4 

Exhibit reads: Nationwide, the percentage of 3-year-olds identified for services under IDEA increased from 

2.88 percent in 1997 to 4.01 percent in 2006. 

NOTE: The percentage of children who were identified was calculated by dividing the number of children identified for services 

under IDEA (DANS) in a given age group by the total number of children in the same age group as indicated by the NVSSconstructed population proxy. The numbers of children identified in the exhibit are aggregated counts of children identified for 

services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both 

children newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The total number of children is a population proxy constructed with National Vital Statistics System 

(NVSS) birth data, including births on Indian reservations. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System, 1990–2005, retrieved January 11, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

ES-15
 
 

 

 

	 In 2006, the percentage of 3- through 5-year-olds identified for services under 

IDEA varied by disability category.10 The largest percentages were for preschool-age 

children identified under the speech or language impairments and developmental delay 

categories of IDEA (2.73 percent and 2.06 percent, respectively). 

	 Between 2004 and 2006, the percentage of 3- through 5-year-olds identified for 

services under IDEA increased for all but four of the disability categories. Changes 

in the identification percentages for each disability category were examined relative to 

the identification percentage in 2004. The largest increase, relative to the percentage of 

children identified under each disability category in 2004, was for children with autism 

(34.87 percent), followed by children classified with other health impairments 

(24.64 percent). The largest relative decrease was for children with deaf-blindness 

(–19.05 percent). 

	 States varied in the percentage of preschool-age children identified for services 

under IDEA in 2006. The states, ordered by their identification percentage in 2006, 

ranged from 3.32 percent in the District of Columbia to 13.66 percent in Wyoming. Of 

the 50 states and the District of Columbia, 49 had higher identification percentages in 

2006 than in 1997 (exceptions were Idaho and Texas). 

Outcomes for Children Identified for Preschool Services Under IDEA 

Data from PEELS were used to describe outcomes for preschool-age children. Outcomes 

are reported in the form of standard scores for children ages 3 through 5 and for each age year; 

the general population (based on norm samples including both children with and without 

disabilities) has a mean standard score of 100.0 and a standard deviation of 15.0. 

	 In the Woodcock Johnson (WJ III) Letter-Word Identification test, the mean score 

for 5-year-olds identified for services (96.8; SE = 0.98) differed from that of their 

same-age peers in the general population, but the scores of the 3- and 4-year-olds 

did not (100.8 and 98.5, SE = 1.37 and SE = 0.98 respectively; see exhibit ES.7). As 

a group, all children ages 3 through 5 identified for preschool services under IDEA had 

a mean standard score on the Letter-Word Identification subtest of 98.2 (SE = 0.78), 

which was not significantly different from the general population mean of 100.0 

(p < .001, see exhibit ES.7). 

	 Peabody Picture Vocabulary Test-Third Edition (PPVT-III) scores for preschool 

children identified for services under IDEA, both overall and for each age cohort, 

were significantly lower than those for the general population. Children identified 

for preschool services under IDEA had significantly lower mean scores on the 

vocabulary test than preschool-age children in the general population for the group as a 

whole (90.1, SE = 0.59 vs. 100.0), as well as for children in each age-year cohort (88.6, 

10 The 13 disability categories under which 3- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), and 

deaf-blindness (DB), and developmental delay (DD). States or local education agencies may elect to identify 

children ages 3 through 9 under the developmental delay category. 

ES-16
 
89.7, and 91.1, and SE = 0.78, SE = 0.78 and SE = 0.88 for 3-, 4-, and 5-year-olds, 

respectively; p < .001 for all comparisons, see exhibit ES.7). 

	 WJ III numeracy outcomes for preschool children identified for services under 

IDEA, both overall and for each age cohort, were significantly lower than those for 

the general population. Preschool children with disabilities had a mean standard score 

on the WJ III Applied Problems subtest of 90.3 (SE = 0.98), which was significantly 

lower than the mean score of 100.0 for the general population. The significant difference 

from the general population was apparent for all three age cohorts, with mean scores of 

88.2, 91.2, and 90.6, and SE = 1.27, SE = 1.57 and SE = 0.98 for 3-, 4-, and 5-year-olds, 

respectively (p < .001 for all comparisons, see exhibit ES.7). 

	 Preacademic skills from the Adaptive Behavior Assessment System-Second Edition 

(ABAS-II) of preschool children identified for services under IDEA as a group and 

for all age groups individually were statistically lower than those of the general 

population. For children identified for preschool services under IDEA who were not yet 

in kindergarten, the overall mean teacher/day care provider rating on the Functional 

Preacademics subtest was 89.5 (SE = 0.98), which was significantly different from the 

general population mean of 100.0. The difference from the general population was also 

statistically significant for all three age cohorts, with mean scores of 88.5, 90.0, and 

93.5, and SE = 0.98, SE = 0.98 and SE = 1.47 for 3-, 4-, and 5-year-olds, respectively 

(p < .001 for all comparisons, see exhibit ES.7). 

	 Social skills outcomes measured by the Preschool and Kindergarten Behavior 

Scales-Second Edition (PKBS-2) for preschool children identified for services 

under IDEA were significantly lower than those of the general population. Threeand 4-year-old preschoolers also had significantly lower social skills ratings than 

the general population and than 5-year-olds, but 5-year-olds did not differ from 

the general population. Children identified for preschool services under IDEA, as a 

group, had a mean Social Skills standard score of 92.8 (SE = 0.88), which was 

significantly lower than the general population mean score of 100.0 (p < .001). The 

mean score for 3-year-old children identified for preschool services was 85.2 

(SE = 1.08), for 4-year-olds it was 93.0 (SE = 1.08), and for 5-year-olds it was 96.5 

(SE = 1.37). 

ES-17
 
Exhibit ES.7. Mean literacy, numeracy, and preacademic skills scores of 3- through 5-year-olds 

identified for services under IDEA (2005) 

Letter-word identification (WJ III)	 Vocabulary (PPVT-III)

Standard score Standard score
 

120 120
 

General population mean General population mean 100 100

80 80

60 60

98.2 101.8 98.5 96.8 90.1 88.6 89.7 91.1

40 40

20 20

0 0 3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Applied problems (WJ III)	 Preacademic skills (ABAS-II)

Standard score Standard score
 

120
 120

General population mean General population mean 100 100

80 80

60 60

93.5 90.3 91.2 90.6 88.2 89.5 88.5	 90.5

40 40

20 20

0 0 3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Exhibit reads: Preschool-age children identified for services under IDEA had a mean standard score of 98 on the 

letter-word identification subtest. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the exhibit are based on a direct assessment 

of individual students using Woodcock-Johnson III (WJ III) (Woodcock, McGrew, and Mather 2001), Peabody Picture Vocabulary 

Test-Third Edition (PPVT-III) (Dunn and Dunn 1997), and Adaptive Behavior Assessment System-Second Edition (ABAS-II) 

(Harrison and Oakland 2003). All measures are based on a general population mean of 100 and a standard deviation of 15. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, 

Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

ES-18
 
 

 

 

 

Key Findings for School-Age Students Identified for Services Under IDEA 

This section presents main findings for children ages 6 through 21 who were identified for 

services under IDEA Part B. Results reported include the patterns of identification of school-age 

children for services under IDEA, rates of loss of eligibility for services under IDEA through 

declassification, and outcomes. Information on identification patterns is based on data from 

DANS and CCD.11 Declassification information is based on reports from SEELS and NLTS2 

and other literature review. Outcomes analyses are based on data and reports from NAEP, APRs, 

SEELS, NLTS2, DANS, and CCD. 

Identification of School-Age Children for Services Under IDEA 

	 In 2005, the percentage of 6- through 17-year-old children identified for services 

under IDEA was 12.92 percent (n = 5,707,712), an increase from 12.31 percent 

(n = 5,081,196) in 1997. 

	 Between 1997 and 2005, the patterns in the identification of school-age children 

identified for services under IDEA varied by age group. As shown in exhibit ES.8, 

the highest percentage of students identified for each year from 1997 to 2005 were 10- 

through 13-year-olds. During the same period, the 14- through 17-year-olds had the 

largest percentage point change in receipt of services under IDEA (1.64 points). 

	 In 2005, the percentages of 6- through 21-year-olds identified for services under 

IDEA differed by race/ethnicity category. In 2005, percentages of students identified 

ranged from 6.34 percent (Asian school-age children) to 16.67 percent (Black schoolage children). For American Indian, White, and Hispanic school-age children, 

15.76 percent, 14.05 percent, and 11.83 percent, respectively, were identified for 

services.12 

	 From 1998 to 2005, the relative position of all race/ethnicity categories remained 

the same for the percentage of school-age children identified for services under 

IDEA. For each year from 1998 to 2005, Black school-age children had the highest 

identification percentages (ranging from 16.57 in 1998 to 16.67 in 2005), followed by 

American Indian (14.69 to 15.76), White (13.88 to 14.05), Hispanic (12.80 to 11.83), 

and Asian school-age children (6.01 to 6.34). 

11 Identification percentages in this section were computed for each year using the number of children ages 6 

through 17 identified for services under Part B (DANS) as a percentage of the school enrollment in grades 1 

through 12 (CCD). CCD school enrollment counts in grades 1 through 12 were used as a proxy for the total 

number of children ages 6 through 17 in elementary and secondary schools. For the identification percentages by 

race/ethnicity categories, CCD school enrollment counts in grades 1 through 12 were used as a proxy for the 

number of children ages 6 through 21 in elementary and secondary schools as DANS child count data by 

race/ethnicity category are only available in the aggregate 6–21 age group. 12 This analytic approach was established by Donovan and Cross (2002) in the National Academy of Sciences 

report, Minority Students in Special and Gifted Education. 

ES-19
 
Exhibit ES.8. Trends in national percentage of school-age children identified for services under 

IDEA, by age group (1997–2005) 

 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 

Year 

Age 6–9 

Age 14–17 

Age 6–17 

Percent 

Age 10–13 

Exhibit reads: Nationwide, the percentage of 6- through 9-year-olds identified for services under IDEA 

increased from 11.63 percent in 1997 to 11.85 percent in 2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children 

newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The school enrollment numbers are aggregated counts of student enrollment in all public 

schools in the 50 states and the District of Columbia, including BIE schools. To compute the percentages, the number of 

students with disabilities, including children in BIE schools, for each age year was divided by the enrollment count for the 

corresponding grade level. The following age groups and grade levels are as follows: 6- through 9-year-olds (grades 1–4); 

10- through 13-year-olds (grades 5–8); 14- through 17-year-olds (grades 9–12); and 6- through 17-year-olds 

(grades 1–12). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 

Child Count, 1997–2005, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. 

Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved 

December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

	 In 2005, the disability category with the largest percentage of school-age children 

identified for IDEA services varied by age group. For children ages 6 through 9, the 

largest percentage was children with speech and language impairments (5.46 percent). 

For children ages 10 through 13 and 14 through 17, the largest percentage was for 

children with specific learning disabilities (7.07 percent and 7.58 percent, respectively). 

ES-20
 
 

 

 

	 Between 1997 and 2005, the percentage of 6- through 17-year-olds identified for 

services under IDEA varied by disability category.13 Between 1997 and 2005, the 

largest percentage change for 10- through 13- and 14- through 17-year-olds relative to 

identification percentages for the age group in 1997 was for children identified with 

autism under IDEA (410.67 percent and 409.72 percent, respectively). Developmental 

delay is a category included for the 3 through 5 and 6 through 9 age groups and showed 

the largest relative percentage change from 1997 to 2005 (1,988.85 percent). 

	 States varied in the percentage of children identified for services under IDEA 

in 2005. Across states in 2005, the percentage identified ranged from 9.87 percent in 

Colorado to 18.59 percent in Rhode Island. Forty-one states had higher identification 

percentages in 2005 than in 1997 (exceptions were Colorado, California, Texas, 

Connecticut, Alabama, Tennessee, Maryland, Alaska, New Mexico, and Massachusetts). 

Declassification of School-Age Children With Disabilities 

	 Across grade levels, declassification rates among children and youth identified for 

IDEA services varied: 49 percent of students who had received services in 

kindergarten (spring 1999) were no longer eligible by third grade (spring 2002) 

(Holt, McGrath, and Herring 2007), 17 percent of children ages 6 through 12 in 

1999 were ineligible after 2 years, and 5 percent of youth ages 13 through 16 in 

2000 were ineligible after 2 years (Wagner 2003). 

	 The proportions of 6- through 12-year-olds who had been declassified from special 

education services within approximately 2 years varied across disability categories. 

As shown in exhibit ES.9, the declassification rates of students ages 6 through 12 ranged 

from 2 percent among children with traumatic brain injury to 34 percent for children 

identified under the speech or language impairments category, the highest percentage 

among all disability categories (SEELS 2005). 

	 Children and youth ages 6- through 12- years-old declassified from IDEA services 

had significantly higher scores on literacy and mathematics outcomes than 

children and youth of the same age who continued to receive services. The mean 

standard score on the research versions of WJ III Letter-Word Identification subtest was 

96 (SE = 1.57) for declassified students and 82 (SE = 0.77) for students who continued 

to receive services. Similarly, Passage Comprehension mean standard scores for the two 

groups were 92 (SE = 1.46) and 83 (SE = 0.75), respectively; for Math Calculation, they 

were 104 (SE = 1.40) and 91 (SE = 0.71); and for Applied Problems, they were 101 

(SE = 1.56) and 88 (SE = 0.74). 

13 The 13 disability categories under which 3- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), 

deaf-blindness (DB) and developmental delay (DD). States or local education agencies may elect to identify 

children ages 3 through 9 under the developmental delay category. 

ES-21
 
Exhibit ES.9. Percentage of 6- through 12-year-olds identified for IDEA services in December 1999 

who were declassified by spring 2002, by disability category 

9 10 9 

34 

12 

2 6 5 3 2 4 

0 

10 

20 

30 

40 

SLD SP MR ED HI VI OI OHI AUT MD DB 

# 

TBI 

Percent 

Disability category 

Exhibit reads: Nine percent of 6- through 12-year-olds who had been identified for IDEA services under the 

category of specific learning disabilities in December 1999 were reported by schools or parents not to be receiving 

special education services as of spring 2002. 

# Rounds to zero. 

NOTE: Disability categories are: specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health 

impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness (DB). The presented 

confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal 

Study (SEELS), parent interviews and students’ school program survey, 2002. Reported in SEELS (2005). 

Outcomes for School-Age Children Identified for Services Under IDEA 

	 Academic achievement trends from 2003 through 2007 measured by NAEP showed 

significant increases in average scale scores for both children identified and 

children not identified for services under IDEA in grade 4 reading and 

mathematics and in grade 8 mathematics (see exhibit ES.10). In grade 4 reading, 

average scale scores for children identified for services under IDEA and children not 

identified for IDEA services increased by 5.8 (SE = 0.82, p < .001) and 3.0 (SE = 0.38, 

p < .001) scale points, respectively. Similar increases were observed in grade 4 

mathematics of 6.1 (SE = 0.56, p < .001) and 5.0 (SE = 0.29, p < .001) scale points, 

respectively. In grade 8 mathematics, average scale scores for children identified for 

services under IDEA increased by 4.1 (SE = 0.91, p < .001) scale score points from 

2003 to 2007. Average scale scores for children not identified for IDEA services 

increased by 3.2 (SE = 0.35, p < .001) scale score points. 

ES-22
 
	 Children identified for services under IDEA had significantly lower scores on 

NAEP in reading and mathematics than children not identified at each time point 

(se exhibit ES.10). For example, in grade 4 reading, the differences between children 

identified and not identified for services under IDEA were 35.4 (SE = 0.66, p < .001), 

30.6 (SE = 0.58, p < .001), and 32.7 (SE = 0.62, p < .001) scale score points in 2003, 

2005, and 2007, respectively. In grade 8 mathematics, the differences by IDEA service 

status were 38.6 (SE = 0.82, p < .001), 37.5 (SE = 0.51, p < .001), and 37.8 (SE = 0.73, 

p < .001) scale score points in 2003, 2005, and 2007, respectively. 

	 Across states, NAEP reading and mathematics scores varied for children identified 

for and not identified for services under IDEA. For children identified for services 

under IDEA, the average scale scores in 2007 ranged from 162 (SE = 4.73) to 213 

(SE = 2.86) on the NAEP fourth-grade reading test and from 203 (SE = 2.80) to 248 

(SE = 2.44) on the eighth-grade test, resulting in differences across states of 51 points 

and 45 points, respectively. Average scale scores for children not identified for IDEA 

services were more homogeneous, ranging from 199 (SE = 0.84) to 239 (SE = 1.14) and 

243 (SE = 0.79) to 278 (SE = 0.83) for the fourth- and eighth-grade reading tests, 

respectively, differences of 40 and 35 points. 

ES-23
 
Exhibit ES.10. Mean reading and mathematics scale scores of fourth- and eighth-grade students 

identified and not identified for services under IDEA (2003, 2005, and 2007) 

Reading – grade 4 Reading – grade 8 

Scale score 

300 

280 

260 

240 

Children not identified 

220 for IDEA services 

200 

Children identified 

for IDEA services 

180 

//

0 

2003 2005 2007 

Year 

0 

180 

200 

220 

240 

260 

280 

300 

2003 2005 2007 

Scale score 

Children not identified 

for IDEA services 

Children identified 

for IDEA services 

// 

Year 

Mathematics – grade 4 Mathematics – grade 8 

0 

180 

200 

220 

240 

260 

280 

300 

2003 2005 

// 

2007 

Scale score 

Children not identified 

for IDEA services 

Children identified 

for IDEA services 

Year 

180 

200 

220 

240 

260 

280 

300 

2003 2005 2007 

Scale score 

Children not identified 

for IDEA services 

Children identified 

for IDEA services 

// 

0 

Year 

Exhibit reads: In 2007, the mean reading scale score of fourth-grade students not identified for IDEA was 223 

compared with 190 for students identified. 

NOTE: The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

ES-24
 
 

	 The percentage of students identified for services under IDEA meeting 

achievement levels in reading in fourth grade on NAEP and state regular 

assessments varied across states. The range of percentages of children identified for 

IDEA services at the NAEP proficient or above achievement level was from 2 percent 

(SE = 1.4) in the District of Columbia to 19 percent (SE = 2.8) in Virginia. The range of 

children identified for services under IDEA at the NAEP basic or above achievement 

level was from 9 percent (SE = 2.2) in the District of Columbia to 48 percent (SE = 4.5) 

in Delaware. The percentage of children identified for services under IDEA reported as 

proficient or above on regular state accountability tests ranged from 9 percent in South 

Carolina to 83 percent in Mississippi. 

	 The percentage of students identified for services under IDEA meeting 

achievement levels in mathematics in fourth grade on NAEP and state regular 

assessments varied across states. The range of children identified for IDEA services at 

the NAEP proficient or above achievement level was from 2 percent (SE = 0.9) in the 

District of Columbia to 26 percent (SE = 2.8) in North Carolina. The range of children 

identified for IDEA services at the NAEP basic or above achievement level was from 

9 percent (SE = 2.1) in the District of Columbia to 70 percent (SE = 2.7) in North 

Carolina. The percentage of children identified for IDEA services reported as proficient 

or above on regular state accountability tests ranged from 8 percent in Maine to 

81 percent in North Carolina. 

	 Nationwide, 46 percent of children identified for services under IDEA and 

estimated to be enrolled as of 4 years prior completed secondary school with a 

regular diploma in 2005. This graduation rate is 29 percentage points below the 

rate for children in the total population nationwide who received a regular diploma 

that year (75 percent).14 The Averaged Freshman Graduation Rate (AFGR) in 2005 for 

children identified for services under IDEA ranged from 17 percent in Louisiana to 

78 percent in Pennsylvania (see exhibit ES.11). For the total population of children, the 

AFGR ranged from 56 percent in Nevada to 91 percent in New Jersey. 

14 Comparisons between children identified for services under IDEA and the total population, as well as 

comparisons among states, should be treated with caution because of limitations of the data sources. 

ES-25
 
Exhibit ES.11. Averaged freshman graduation rate of school-age youth identified for services under 

IDEA and total population, by state (2005 and 1998–2004 average) 

National 

Louisiana 

Alabama Mississippi 

Nevada 

South Carolina 

District of Columbia 

Arizona Georgia 

Ohio 

Alaska

Virginia 

New Mexico Michigan 

Tennessee 

Texas 

Florida 

New York Oregon 

California 

North Carolina 

Colorado 

Indiana 

Delaware 

Idaho Maryland 

South Dakota 

Vermont 

Rhode Islhode Island Wyoming

Kentucky 

Massachusetts 

Maine 

Nebraska 

North Dakota 

Hawaii 

Missouri 

Montana West Virginia 

Children identified 

for services under 

Connecticut n Utah 

Iowa 

Wisconsin IDEA, average 

1998-2004 

Children identified 

Illinois Pennsylvania

New Jersey 

Kansas 

Oklahoma 

Arkansas New Hampshire 

Minnesota for services under 

IDEA, 2005 

Total population 

average 1998-2004 

Total population 2005 

Washington 

0 20 40 60 80 100 

Percent 

Exhibit reads: In Louisiana, 17 percent of the estimated enrollment of students identified for IDEA services 4 years 

prior to 2005 graduated with a regular diploma in 2005. 

NOTE: States are ordered by the graduation rate of youth identified for services under IDEA in 2005. Vertical lines represent 

national rates. The Averaged Freshman Graduation Rate (AFGR) uses aggregate student enrollment data to estimate the size of 

an incoming freshman class and aggregate counts of the number of graduates 4 years later. For a given year, the freshman 

class size four years prior is estimated by summing the enrollment in 8th grade 4 years prior, 9th grade for the next year, and

10th grade for the year after and then dividing by 3. The averaging is intended to account for higher grade retentions in the 9th 

grade. To calculate the AFGR, the number of diplomas awarded in a year serves as the numerator, and the averaged freshmen 

class enrollment serves as the denominator (for more information about the use of the AFGR for the general population, go to: 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008053). Using data from the Common Core of Data (CCD), the formula for 

calculating the AFGR for youth in the total population is shown below. 

AFGR formula for youth in the total population for 2005-06 school year: 

Regular High School Diplomas Awarded at End of 2005-06 School Year

Enrollment in (Grade 8 in fall 2001 + Grade 9 in fall 2002 + Grade 10 in fall 2003)/3 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997– 

2005, retrieved April 19, 2008, from http://www.ideadata.org; U.S. Department of Education, National Center for Education 

Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

ES-26
 

 

1. Introduction 

Legislative Background 

Since the 1960s, federal legislation has focused on educating children with disabilities. The 

Elementary and Secondary Education Act (ESEA) passed in 1965 provided states with grants to 

improve the education of children with disabilities. In 1975, the Education for all Handicapped 

Children Act (EHA), also called Public Law 94-142, codified America’s commitment to the 

rights of children and youth with disabilities to receive equal access to an education. It specified 

that 3- through 21-year-olds who were found eligible for services under the law would receive a 

“free appropriate public education (FAPE)” that was designed to meet their individual needs 

through an “Individualized Education Program” (IEP) to receive an education and related 

services in the general education environment “to the maximum extent appropriate.”1 EHA also 

made the commitment to protect the educational rights of these children and their families by 

establishing procedural safeguards. Through this law, the federal government offers grants to 

states to help support the direct services provided to children determined to be eligible under 

the law. 

In a series of reauthorizations of this landmark legislation over the subsequent three 

decades, other provisions were added, including expansions of the rights of children with 

disabilities. Amendments in 1986 (P.L. 99-457) made the provision of a free appropriate public 

education to children ages 3 through 5 a requirement for receiving federal funding to support 

special education services. This same legislation provided grants to states to serve eligible infants 

and toddlers with disabilities (ages birth through 2 years) and their families through an 

“Individualized Family Service Plan” (IFSP) designed to meet the unique developmental needs 

of the eligible infant and toddler and the family. In 1990, P.L. 101-476 renamed the EHA as the 

Individuals With Disabilities Education Act (IDEA) and extended the law to include support for 

youth with disabilities in the transition to young adulthood and added new disability categories. 

The new classifications included children with autism and traumatic brain injury. In 1991, the 

U.S. Department of Education (ED) issued a joint policy memo2 stating that children identified 

with an attention deficit hyperactivity disorder (ADHD) could be identified as eligible for special 

education services under the disability classification of other health impaired (Joint Policy Memo 

1991). The subsequent reauthorization of IDEA in 1997 (P.L. 105-17) placed greater emphasis 

on improving students’ inclusion in accountability systems, giving them access to the general 

education curriculum, and improving their academic performance, including improving the 

developmental outcomes for infants and toddlers. 

The most recent reauthorization of IDEA in 2004 (P.L. 108-446) brought further evolution 

in the law. Although IDEA 2004 continues to ensure that all children with disabilities receive 

FAPE, amendments affected state and local policies by stipulating that children with disabilities 

make progress in the general education curriculum and improve their academic and 

developmental outcomes. The 2004 reauthorization aligned more clearly with the guiding federal 

1 Under P.L. 94-142, FAPE would be available for all handicapped children aged 3–21 no later than September 1, 

1980, with an exception made for children ages 3, 4, and 5 if this legislative provision was inconsistent with state 

law. 2 The Assistant Secretaries for the following offices in the U.S. Department of Education jointly signed this policy 

memo: Office of Special Education and Rehabilitative Services, Office of Elementary and Secondary Education, 

and Office of Civil Rights. 

1-1
 
 

 

 

legislation, the No Child Left Behind Act of 2001 (NCLB). Under IDEA and NCLB, states are 

expected to align their performance goals and indictors for children with disabilities with their 

definition of adequate yearly progress (AYP) and report on graduation rates and drop-out rates. 

Children with disabilities are expected to participate in state assessment systems and demonstrate 

continued improvement and progress in their academic outcomes, including those students who 

take an alternate assessment. States publicly report on their participation and progress toward 

meeting state goals on the assessments with the same frequency and detail as for children 

without disabilities. For children receiving early intervention and preschool services under 

IDEA, greater emphasis is on targeting developmental and academic outcomes, including 

preliteracy and language skills, as specified in the IFSP or IEP. 

IDEA 2004 also made changes affecting who could be served with IDEA funds. First, local 

education agencies can use a portion of the IDEA funds to provide early intervening services in 

grades K through 12 for students struggling with and needing additional academic and 

behavioral supports to succeed in the general education environment. The option of using funds 

to provide early intervention services provides new opportunities for schools to assess a child’s 

response to scientific, research-based intervention as a way of determining eligibility for special 

education services under the classification of specific learning disability. Second, states are 

required to establish policies to prevent inappropriate overidentification by race and ethnicity of 

children with disabilities and to collect and examine data to determine whether significant 

disproportionality on the basis of race and ethnicity exists in the state and districts. 

To implement the law, federal funds supplement state and local funds. Part C of IDEA 

provides states with grants to support early intervention services for infants and toddlers from 

birth through age 2 and their families. Part B, Section 619, provides states with funding 

specifically to support special education and related services for preschool-age children, ages 3 

through 5. Part B, Section 611, provides grants to support states’ special education and related 

services for school-age students, ages 3 through 21.3

 The total formula grants to states have 

increased in current year dollars from $3.78 billion in fiscal year (FY) 1997 to $11.76 billion in 

FY 2008. In addition to the FY 2009 annual formula grants, $12.20 billion in IDEA funding was 

provided to states through the American Recovery and Reinvestment Act of 2009 (P.L. 111-5, 

also known as ARRA or the Recovery Act). To obtain these resources, states submit to the U.S. 

Department of Education (ED) their applications, which include assurances regarding how the 

state identifies children who are eligible for IDEA services, and ensures the provision of 

appropriate services to children with disabilities. States vary in the ways that they implement 

both the identification of children with disabilities and the provision of IDEA services. 

3	 Of the two remaining subparts, Part A states the purposes of IDEA, including definitions of key concepts. Part D 

authorizes a discretionary program, the National Activities to Improve Education of Children With Disabilities, 

designed to support the implementation of IDEA, including research, technical assistance and dissemination, state 

improvement grants, and training personnel to educate students with disabilities. 

1-2
 
Exhibit 1.1. Federal IDEA formula grants in FY 1997, FY 2004 and FY 2008, 

by funding category 

Funding in Funding in Funding in 

Category FY 1997 FY 2004 FY 2008 

Total grants to states $3,783,685,000 $10,900,168,152 $11,757,264,653 

Part B, 611 special education grants $3,107,522,000 $10,068,106,452 $10,947,511,571 

Part B, 619 preschool special 

education grants $360,409,000 $387,699,000 $374,099,280 

Part C $315,754,000 $444,362,700 $435,653,802 

NOTE: Costs presented in this exhibit are in current year dollars. 

SOURCE: U.S. Department of Education, retrieved December 5, 2008, from 

http://www.ed.gov/about/overview/budget/tables.html. Additional source for 2008 information: Guide to U.S. 

Department of Education Programs, 2008, retrieved January 27, 2008, from 

http://www.ed.gov/programs/gtep/gtep.pdf.
 

 

The National Assessment of IDEA 2004 

Since its inception in 1975, IDEA has included provisions for collecting information on the 

implementation and impact of the law and reporting findings annually to the U.S. Congress. The 

Office of Special Education Programs (OSEP) has prepared annual reports to Congress since 

1977 to provide information on the extent to which all students with disabilities are receiving a 

free appropriate public education. In 1983, “special studies” were called for, such as the 

specification for the implementing agency, OSEP in the U.S. Department of Education, to 

conduct a longitudinal study of secondary school students receiving services under the law to 

document their characteristics, their school programs and achievements, and their experiences 

and outcomes in the transition to early adulthood. In response to the call for a national 

assessment in the 1997 reauthorization, the Department of Education funded a portfolio of 

special studies including four longitudinal child-based studies4 on specific age groups and three 

topical studies addressing key issues in special education.5  

The 2004 reauthorization of IDEA also called for a national assessment to measure the 

implementation progress of IDEA and the relative effectiveness of the law in achieving its 

purpose (Section 664(b)). The 2004 National Assessment was intended to build on work 

conducted under the prior national assessment required by IDEA 1997 and to conduct new 

studies as appropriate. In response, the National Center for Education Evaluation (NCEE) at the 

Institute of Education Sciences (IES) initiated a design study advised by practitioners, 

researchers, and evaluation experts to develop key research questions and approaches to address 

the goals set forth for the 2004 National Assessment (Fiore et al. 2007). The design study 

translated the topics identified in the law into specific research questions to address across the 

various studies of the National Assessment. These research questions focus on the developmental 

and academic outcomes for children with disabilities, identification for early intervention and 

4 These were the National Early Intervention Longitudinal Study (NEILS), examining children birth through age 2 

and their families who received early intervention services; the Pre-Elementary Education Longitudinal Study 

(PEELS), addressing children receiving preschool special education services; and the Special Education 

Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2), which 

focused on 6- through 12-year-olds and 13- through 16-year-olds, respectively, who were receiving special 

education services when the studies began. (Details on these studies are in appendix A1.) 5 These were the Study of State and Local Implementation of IDEA (SLIIDEA), the Study of Personnel Needs in 

Special Education (SPeNSE), and the Special Education Expenditure Study (SEEP). 

1-3
 
special education, early intervention, and special education services and personnel. As a part of 

the design study, existing sources of national data on special education were reviewed to identify 

sources that could be useful in answering the research questions and studies were recommended 

that could yield new data to answer the remaining questions. Information generated through this 

National Assessment was intended to help federal policymakers and state and local 

administrators implement the law more effectively and help federal policymakers shape future 

legislation regarding infants, toddlers, preschoolers, children, and youth with disabilities. 

By December 2009, IES initiated six studies that contribute to the National Assessment: 

(1) analyses of extant data to provide descriptive information on the patterns of identification and 

outcomes for children with disabilities as background for subsequent studies on program 

implementation and effectiveness of services, (2) a study on state and district implementation of 

policies and practices for children with disabilities, (3) an evaluation study of the Personnel 

Development Program, (4) an evaluation of Response to Intervention strategies in elementary 

reading, (5) a study of school improvement status as it relates to students with disabilities, and 

(6) an evaluation of the Technical Assistance and Dissemination Program. SRI International was 

charged with conducting the first study, and findings from it are the subject of this report. 

Patterns in the Identification of and Outcomes for Children and 

Youth With Disabilities 

This study, as a part of the National Assessment, utilizes existing data to provide 

background information for studies on program implementation and effectiveness of services. 

The topics of this study are the identification of children for early intervention and special 

education, declassification of children who were no longer eligible for early intervention and 

special education services, and the outcomes for children identified for services under IDEA. To 

address the specific research questions developed under the design study (Fiore et al. 2007), the 

SRI researchers reviewed available data sources and conducted analyses of existing data to 

provide a national picture spanning across ages: infants, toddlers, preschool-age, and school-age 

children and youth. Where data are available, patterns across time and state-level findings are 

also presented. On the identification of children for services under IDEA, findings are presented 

nationally, over time, and at the state level. This report also presents descriptive findings on the 

status of the academic and developmental outcomes for children with disabilities compared with 

their nondisabled counterparts, as appropriate. The specific research questions and 

methodological approach for answering them under the IDEA analytic support study follow. 

Research Questions 

This study uses extant data—that is, data already collected through other studies or as part 

of ongoing data collection systems—as a cost-effective means of addressing the descriptive 

research questions on the three topical areas of this study: identification, declassification, and 

outcomes. The questions are as follows: 

Key questions related to identification

 What is the percentage of children identified for early intervention and special education 

services under IDEA? What is the variation in the percentage identified over time and 

by age, gender, race/ethnicity, and disability categories? 

 What is the variation across states and over time in the percentage of children who has 

been identified for early intervention or special education services under IDEA? 

1-4 
 

Key questions related to declassification 

 What percentage of children identified for early intervention and special education 

services lose eligibility (are declassified)? 

 How do the developmental and academic outcomes for children who are declassified 

compare with those for children with disabilities who continue receiving services under 

IDEA? 

Key questions related to outcomes 

 How do developmental and academic outcomes for children with disabilities identified 

for services under IDEA compare with those of children not identified for services under 

IDEA? 

 How do developmental and academic outcomes for children with disabilities vary by 

disability categories within age groups and over time? 

Methodological Approach 

Two sets of analytic activities were conducted for this study. A review of relevant literature 

was conducted to identify published sources of data and analyses of pertinent data sources from 

which findings were drawn. Extant databases were selected on the basis of this initial review to 

conduct new analyses addressing the research questions for this study. As a result, 14 datasets 

were selected that targeted the age ranges of interest and the time frame most relevant for this 

study. 

Three age ranges of children were used: infants and toddlers (birth through age 2), 

preschool-age (ages 3 through 5), and school-age children with disabilities (ages 6 through 21). 

Most analyses for the school-age children included only 6- through 17-year-olds, and in some 

instances targeted subgroups of 6- through 9-year-olds, 10- through 13-year-olds, and 14- 

through 17-year-olds. These age groups align with how districts serve children, with a particular 

emphasis at the federal level on improving the achievement of students in grades K through 3 

(the 6 through 9 age group). 

Study questions on the identification of children for IDEA services focused both on one 

point in time and trends over time. The time frame most relevant for addressing research 

questions at one point in time was the most recent year of data available. For analyses of changes 

in identification over time, 1997 was chosen as the starting point because it was the year of the 

last reauthorization of IDEA before the 2004 reauthorization. To address study questions related 

to outcomes, the most current data sources given priority were those that included data for both 

children with disabilities and their counterparts (i.e, children without disabilities, children 

without an IEP), data from both before and after the 2004 reauthorization of IDEA, and data that 

reflected both NCLB and IDEA. The only data sources available that included outcomes 

disaggregated by disability categories for each age group predated the 2004 reauthorization of 

IDEA. 

The following data sources were used in the analyses reported. (A detailed description of 

each data source is included in appendix A1.) 

Population data on children identified for services under IDEA: 

 Data Analysis System (DANS) 

 State Annual Performance Reports (APR) 

1-5
 
 

 

 

Population data for identification and graduation ratios: 

 Common Core of Data (CCD)
 

 U.S. Census (2000) 

 National Vital Statistics System (NVSS) 

Sample data from four longitudinal studies of different age groups that followed nationally 

representative samples of children identified for services under IDEA:6 

 National Early Intervention Longitudinal Study (NEILS) of infants and toddlers 

 Pre-Elementary Education Longitudinal Study (PEELS) of children ages 3 through 5 

 Special Education Elementary Longitudinal Study (SEELS) of children ages 6 

through 12 

 National Longitudinal Transition Study-2 (NLTS2) of children ages 13 through 21 

Sample data on the outcomes of the total population for comparison with the outcomes of 

children identified for services under IDEA: 

 Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) 

 National Health Interview Survey (NHIS) 

 National Household Education Surveys (NHES 1999), used to compare outcomes 

for infants and toddlers 

 National Assessment of Educational Progress (NAEP), used to compare outcomes of 

school age children. 

Variables Used in Analyses 

Specific variables from the data sources were used in analyses related to identification and 

outcomes for children identified for services under IDEA. Exhibit 1.2 summarizes the variables 

and the sources of extant data. More detailed information is available in appendix B. 

Analytic Procedures 

Analyses conducted using population data were considered to be descriptive and no 

statistical testing was conducted. Population data were from the U.S. Census (for year 2000), the 

CCD, DANS, the State APRs, and the NVSS. When analyses included sample data, statistical 

testing was conducted. Sample data included the four child-based longitudinal studies from the 

national assessment of IDEA in 1997 (NEILS, PEELS, SEELS, and NLTS2); the Early 

Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K); the National Assessment of 

Educational Progress (NAEP); and two recurring studies of the general population (NHIS and 

NHES). 

Tests of difference between groups and over time were conducted to determine whether 

observed differences were greater than would be expected by chance. When the appropriate 

statistical significance value could not be obtained from the literature, t tests for differences in 

mean values were applied to calculate the statistical significance of the comparison. All t tests 

were two-sample t tests when the two samples were independent or were tests of hypothesis that 

6	 Although these data sources include outcome data that predate the 2004 reauthorization of IDEA, they are the 

only data sources available to address the study question on the variation by disability category in the outcomes 

for children with disabilities. Detailed descriptions of these data sources are included in appendix A.1. 

1-6
 
a sample mean differed from a constant (e.g., the mean of a relevant population or norm groups). 

All statistical tests of change over time examined differences between specific years (for 

example, 2003 and 2005). Tests of differences across states examined the statewide mean versus 

the mean of the nation excluding the particular state. 

The false discovery rate was controlled using the Benjamini-Hochberg (1995) procedure at 

p < .05. This test was applied to eight domains: grade 4 NAEP reading and math scores; grade 8 

NAEP reading and math scores; and all tests from NEILS, PEELS, SEELS, and NLTS2. 

Additional information about this procedure and justification for its use can be found in 

appendix B. Standard errors tables are included in appendix A sections corresponding to 

each chapter. 

For research questions related to identification of children for services under IDEA, data are 

presented for the number of children identified as receiving IDEA services, the percentage of 

children from the total population who were identified for services under IDEA, and the 

composition (by gender) of the population of children identified for services under IDEA Part B. 

Declassification data are presented for the percentage of children no longer eligible for early 

intervention or special education services and their outcomes as compared with children who 

continue to receive services. For outcomes of children receiving IDEA services, data presented 

in this report include academic and developmental outcomes and trends for children identified 

for services under IDEA. Analyses include comparisons over time, between children identified 

for and not identified for services under IDEA, between state results and national averages, with 

the total population means, across IDEA eligibility classifications, across ages, and across 

declassification status. 

All comparisons in outcomes between children served under IDEA and other children, or 

between children served under IDEA across states and over time, are presented for descriptive 

purposes only. These comparisons were not designed and are not suited to measure the impacts 

of IDEA on child outcomes. 

1-7
 
 

Exhibit 1.2. List of variables and extant data sources, by age group 

Variable 

Children’s age in years 

Birth 

through 2 3 through 5 6 through 21 

Identification 

Number of children identified for services under Part C (birth through 2) or Part B 

(3- through 5-year-olds and 6- through 17-year-olds) of IDEA, by 

 year 

 age 

 ethnicity 

 gender 

 state 

 disability category 

DANS DANS DANS 

Number of children in total population NVSS NVSS CCD 

Declassification 

Number of children declassified from receiving services under IDEA DANS 

NEILS † DANS 

Number of children declassified from receiving services under IDEA, by disability 

classification † † 

ECLS-K 

SEELS 

NLTS2 

Outcomes (indicator) 

Communication development (parent and teacher report) 

Social or emotional development (parent and teacher report) 

Adaptive development (parent and teacher report) 

NEILS † † 

Cognitive development—early literacy and mathematics skills (parent and 

teacher) 

NEILS 

NHES 

ECLS-K 

† † 

Physical development (teacher and parent report) NEILS 

ECLS-K 

NHIS 

† † 

Literacy skills (WJ III Letter Word Identification) 

Vocabulary skills (Peabody Picture Vocabulary Test-Third Edition) 

Numeracy skills (WJ III Applied Problems) 

Preacademic skills (Adaptive Behavior Assessment System – Second Edition) 

Social skills (Preschool and Kindergarten Behavior Scales, Second Edition) 

Problem behaviors (Preschool and Kindergarten Behavior Scales, Second 

Edition) 

Self-care skills (Adaptive Behavior Assessment System – Second Edition) 

Self-direction skills (Adaptive Behavior Assessment System – Second Edition) 

† PEELS † 

Academic skills in reading and mathematics, by grade and year (NAEP reading 

and math tests) † † NAEP 

Academic skills in reading and mathematics, by state (NAEP reading and math 

tests, state accountability tests in reading and math) † † NAEP, APRs 

Academic skills in reading and mathematics, by disability classification (WJ III 

Letter Word Identification, WJ III Passage Comprehension, WJ III Calculation, WJ 

III Applied Problems) 

† † SEELS, 

NLTS2 

School completion, dropout, and ageout rates, by disability classification † † DANS, CCD 

† Not applicable. 

NOTE: Abbreviations for data sources are: APRs: State Annual Performance Reports; CCD: Common Core of Data; DANS: Data 

Analysis System; ECLS-K: Early Childhood Longitudinal Study, Kindergarten Cohort; NCEO: National Center on Educational 

Outcomes; NEILS: National Early Intervention Longitudinal Study; NHES: National Household Education Surveys; NLTS2: National 

Longitudinal Transition Study-2; NVSS: National Vital Statistics System; PEELS: Pre-Elementary Education Longitudinal Study; 

SEELS: Special Educational Elementary Longitudinal Study. The outcome indicator, WJ III, refers to the Woodcock-Johnson III 

Tests of Achievement. Additional information for each data source is available in appendix A1. 

1-8
 
Overview of the Report 

This report provides background context for National Assessment studies on program 

implementation and effectiveness of services, making a contribution to policy and practice in the 

following important ways. First, it describes the academic and developmental outcomes for 

children across the age span and, as appropriate, compares their outcomes of samples including 

their nondisabled peers. For each age group, the report provides a national description of the 

children identified for services under IDEA—by their ages, gender, race/ethnicity, and disability. 

Second, the age groupings of school-age children align with federal policy and district 

practices. Findings for children ages 6 through 9 align with the federal focus on improving 

achievement of students in grades K through 3 and enrolled in elementary school. Children ages 

10 through 13 and 14 through 17 are typically enrolled in middle and high schools, respectively. 

Third, the findings are reported across time, as well as for a single time point. The patterns 

in the identification of children identified for IDEA services across the age spans are reported for 

a 10-year time frame. For school-age children and youth, 4 years of data were available for 

reporting on the patterns in their outcomes. For infants and toddlers eligible for IDEA services, 

developmental comparisons are made. 

Fourth, the research questions were answered by using the extant data sources listed earlier 

in this chapter in lieu of costly new data collection. New approaches were used to analyze data 

from these existing datasets, such as new data sources to calculate identification percentages on 

the basis of annual population data and new calculations for determining graduation rates among 

youth identified for IDEA services. 

Finally, this report presents descriptive findings from the analyses objectively and provides 

relevant contextual information, such as the legislative background on IDEA. This study is not 

designed to assess how outcomes presented in the report are affected by identification or 

declassification practices, nor is it designed to measure impacts of IDEA services on child 

outcomes. IES is providing the information contained in this study as part of the National 

Assessment of IDEA 2004 for use by the U.S. Department of Education, the Congress, and the 

public. 

With these contributions in mind, the chapters are organized by the age group of children 

identified for services under IDEA. Each chapter presents, for the age group, the patterns of 

identification, declassification, and outcomes for children identified for early intervention and 

special education under IDEA. This organization frames a more complete, unified picture of the 

age group than would result from a topical organization. Specifically, 

 Chapter 2 summarizes information on the identification, declassification, and 

developmental and academic outcomes for infants and toddlers, birth through 2 years of 

age, receiving early intervention services supported with IDEA Part C federal grants and 

state and local funds. 

 Chapter 3 focuses on identification for special education and developmental and 

academic outcomes for children ages 3 through 5 supported with IDEA Part B, Section 

619, preschool special education federal grants and state and local funds. 

 Chapter 4 presents information on the identification, declassification, and academic 

outcomes for children and youth ages 6 through 21 supported with IDEA Part B, 

Section 611, special education federal grants and state and local funds. 

1-9
 
 

 

Key Findings Related to Infants and Toddlers Identified for 

Early Intervention Services Under IDEA 

Who are infants and toddlers identified for services under IDEA and how 

has this changed over time? 

In 2006, a total of 299,848 children ages birth through 2 years were reported by states as 

having been identified for early intervention (EI) services under IDEA. The percentage of infants 

and toddlers who were receiving early intervention nationally declined from 1997 to 1998 

(1.65 percent to 1.57 percent) but then increased every year thereafter, reaching 2.40 percent 

in 2006. In 2006, 178,285 infants and toddlers identified for services (59 percent) were male and 

121,563 (41 percent) were female. The percentage of infants and toddlers identified for EI 

services under IDEA varied by race/ethnicity. In 2005, the most recent year for which data are 

available, the percentages of the general population identified for services under IDEA within 

each racial/ ethnic category were 1.95 percent for Asians, 2.09 percent for Hispanics, 

2.32 percent for Blacks, 2.45 percent for American Indian, and 2.55 percent for Whites. From 

1998 to 2005, the percentage of infants and toddlers identified for EI services under IDEA for all 

five racial/ethnic categories increased, with the percentages for White infants and toddlers 

showing the greatest change (1.41 percent to 2.55 percent). 

States varied in the percentage of infants and toddlers identified for services under IDEA. 

The percentage of children identified for services ranged from 7.19 percent in Hawaii to 

1.18 percent in Mississippi in 2006. The percentage of children identified was higher in 2006 

than in 1997 for 47 states. 

Who leaves early intervention services? 

States reported that 66 percent of the infants and toddlers who exited early intervention 

from 2005 to 2006 at 36 months were eligible for Part B 619 preschool services. States also 

reported that 12 percent exited to other programs, 6 percent exited early intervention without 

referrals to other services, and 17 percent had not yet had their eligibility for Part B determined 

when they left early intervention. Across states, the percentage of children exiting EI services 

who were determined eligible for Part B services ranged from 100 percent in Minnesota to 

10 percent in the District of Columbia. 

What are the developmental outcomes of infants and toddlers identified for 

early intervention services under IDEA? 

Findings from the National Early Intervention Longitudinal Study (NEILS) show that less 

than 40 percent of infants and toddlers who had participated in EI services under IDEA were 

reported as demonstrating skills expected for their age at both 36 months and kindergarten 

across all five skill areas—communication, cognitive development, social-emotional, physical, 

and adaptive development.1

 Children’s skills at 36 months and at kindergarten differed for 

1	 These data are based on items in the NEILS parent interview and teacher surveys. Items included parent reporting 

of the child's level of accomplishment across developmental milestones and asking parents and teachers to report 

on the child's skill level compared to other children the same age. Most of the items were developed for NEILS by 

the research team based on the study’s conceptual framework. Some items were taken from protocols developed 

for other studies such as the National Household Education Survey (NHES); Early Childhood Longitudinal Study, 

2-1
 
 

children who were eligible for early intervention because of a developmental delay, a risk 

condition, or a diagnosed condition. Children with a risk condition or a developmental delay 

showed higher levels of performance than children with a diagnosed condition. Parent and 

teachers’ reports of skills across the five developmental domains indicated that former EI 

participants without Individualized Education Programs (IEPs) performed comparably to their 

same age peers in kindergarten whereas former EI participants with IEPs showed lower levels of 

performance. Forty-five percent of former EI participants did not have IEPs at kindergarten. 

Kindergarten Cohort (ECLS-K); and National Health Interview Survey (NHIS). These items were included in the 

NEILS interviews and surveys so the information could be compared to the general population. 

2-2 
 

 

 

2. Infants and Toddlers Identified for Early Intervention 

Services Under IDEA 

This chapter provides a summary of information on infants and toddlers identified for early 

intervention (EI) services in four sections: (1) the legislative background and research questions 

for examining the status of infants and toddlers identified for early intervention (EI) services 

under IDEA, (2) the identification of infants and toddlers for EI services under IDEA, (3) their 

rates of losing eligibility for EI services under IDEA through “declassification,” and (4) their 

academic and developmental outcomes. Outcomes are presented in this chapter for the five 

IDEA developmental areas. This study is not designed to assess how outcomes presented in this 

report are affected by identification or declassification practices, nor is it designed to measure 

impacts of IDEA services on child outcomes. 

Legislative Background 

Before 1986, early intervention (EI) services were provided only in some states and only to 

some children with disabilities or developmental delays and their families in those states. In 

1986, P.L. 99-457 created a new program for infants and toddlers with disabilities, making the 

availability of EI services part of national policy. This law also introduced the requirement for an 

“Individualized Family Service Plan” (IFSP) designed to meet the unique developmental needs 

of each eligible infant or toddler and the family. This program, now Part C of IDEA, provides 

grants to states to make services available to infants and toddlers, from birth through age 2, who 

have developmental delays, diagnosed conditions, or, at state option, conditions that put them at 

risk for developmental delay, and to the families of such children. According to IDEA section 

632(5), “...eligible children or infants and toddlers with disabilities means individuals from birth 

through age two who need early intervention services because they--(1) Are experiencing 

developmental delays, as measured by appropriate diagnostic instruments and procedures, in one 

or more of the following areas: (i) Cognitive development. (ii) Physical development, including 

vision and hearing. (iii) Communication development. (iv) Social or emotional development. 

(v) Adaptive development; (2) Have a diagnosed physical or mental condition that has a high 

probability of resulting in developmental delay; (3) May also include, at a State’s discretion, 

children from birth through age two who are at risk of having substantial developmental delays if 

early intervention services are not provided. Or children beyond age 3 if the State elects to make 

services available under IDEA section 635(c).” 

In the decade that followed the passage of P.L. 99-457, states built or adapted EI systems, 

including eligibility determination procedures and criteria, in accordance with their 

understanding of the law’s vision.2

 The structure of each state system and the eligibility criteria 

vary across the states.3 There are also variations in the percentages of children served under 

IDEA Part C overall and in each eligibility category. 

IDEA legislation requires that IFSPs be evaluated annually and a review of the plan at 6-

month intervals (or more often when conditions warrant based on the needs of each eligible 

infant or toddler and his or her family). Declassification refers to the loss of eligibility for IDEA 

2 Spiker, D., Hebbeler, K., Wagner, M., Cameto, R., and McKenna, P. (2000). A Framework for Describing 

Variations in State Early Intervention Systems. Topics in Early Childhood Special Education, 20(4): 195–207. 3 See footnote 2. 

2-3
 
 

services. It can occur for infants and toddlers who received EI services but (a) subsequently were 

found no longer to be eligible to receive EI services if they were less than 36 months of age or 

(b) were found not to be eligible for Part B preschool special education services at 36 months of 

age, the end of EI services. Declassification before reaching 36 months of age indicates that a 

child no longer qualifies for early intervention in the state. All children still receiving early 

intervention at 36 months of age leave the Part C system and, if eligible, continue under Part B of 

IDEA. Because the eligibility criteria for Part B preschool services differ from those for Part C 

services, eligibility for preschool special education and related services is generally determined 

before children turn 3 years old. 

Identification of Infants and Toddlers for Early Intervention Services 

Under IDEA 

The identification section of this chapter presents the following types of information: 

 The number and percentage of infants and toddlers identified for early intervention 

services under IDEA nationally and by age, gender, race/ethnicity, and state. The 

percentages are also examined across time. 

 The percentage of infants and toddlers identified for EI services by state and the Office 

of Special Education Programs’ (OSEP) categorization of eligibility criteria. 

Currently, states report to OSEP the number of infants and toddlers receiving Part C 

services as a part of their annual Section 618 report. Data from 1997 to 2006 were obtained from 

OSEP’s Data Analysis System (DANS), which compiles data reported by states. As of 

December 1 of each year, each state reports to OSEP the number of children, ages birth to 21, in 

the state who were identified for services under IDEA, including both children newly identified 

in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. A proxy for the total population count for each age was created 

using birth data from the National Vital Statistics System (NVSS). Identification percentages4 

were computed for each year using the number of infants and toddlers served under Part C 

(DANS) as a percentage of the population of infants and toddlers (NVSS). To report on the 

identification of infants and toddlers for EI services under IDEA, both the identification counts 

and percentages are reported below. 

Number and Percentage of Infants and Toddlers Identified for Services 

Under IDEA from 1997 to 2006 

Of the 7,013,238 children birth to 21 years old identified for services under IDEA in 2005, a 

total of 294,714 children ages birth through 2 years were reported by states as having been 

identified for EI services under IDEA including both children newly identified in the year 

represented by the count and children identified in earlier years who continue to receive services 

under IDEA (see shaded ages in exhibit 2.1). More 2-year-olds (158,404 children) than 1-yearolds (94,445 children) were identified, and more 1-year-olds were identified than children 

younger than 1 year old (41,865 children). 

In 2006, the number and percentages of children served under IDEA differed by age 

(see exhibit 2.2). In 2006, there were 43,048 children identified who were less than 1 year of 

age, 95,993 children between ages 1 to less than 2, and 160,807 children ages 2 to less than 3. Of 

4 See appendix B for a definition of “percentage” and details regarding its calculation. 

2-4
 
the population for each age in 2006, children 2 to less than 3 years of age had the highest 

percentage identified (3.91 percent), followed by children 1 to less than 2 (2.32 percent) and 

children who were less than 1 year old (1.01 percent). 

Exhibit 2.1. National number of infants and toddlers identified for services under IDEA, by age (2005) 

Number 

600,000 

500,000 

400,000 

300,000 

200,000 

100,000 

0 

Age 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 

N = 7,013,238 

Infants and toddlers N = 294,714 

2005 Total number 

of children 

41,865 

94,445 

158,404 

153,320 

245,526 

300,082 

361,567 

411,694 

454,033 

488,367 

504,071 

509,464 

514,497 

519,873 

521,723 

519,973 

484,682 

417,768 

209,608 

60,306 

28,617 

13,353 

Exhibit reads: Nationwide, 41,865 children less than 1 year old were identified for services under Part C of IDEA in 

2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA, 

based on enrollment numbers at a single time point between October 1, 2005, and December 1, 2005. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Affairs (BIA) children. The ages of children eligible to receive early intervention services under Part C of IDEA are birth through 2. 

The shaded portion represents the data for these children. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartCChildCount.asp. 

Between 1997 and 2006, the changes in the percentage of children served under IDEA 

varied by age group. The percentage of infants and toddlers who were receiving early 

intervention nationally declined from 1997 to 1998 (1.65 percent to 1.57 percent) but then 

increased every year thereafter, reaching 2.40 percent in 2006 (see exhibit 2.3). The greatest 

increase in the percentage of children identified was for children 2 to less than 3 years of age 

reaching 3.91 percent in 2006 (from 2.42 percent in 1998). For children ages birth to less than 1, 

the trend is the same as the overall pattern for infants and toddlers until 2002 when there was a 

decrease from 1.03 in 2002 to 0.95 percent in 2003. Percentages increased from 2003 reaching 

1.01 percent in 2006. 

2-5
 
 

 

 

 

 

Exhibit 2.2. National number and percentage of infants and toddlers identified for early 

intervention services under IDEA, by age (1997–2006) 

Children identified for services 

Number Percentage of all children 

Age birth Age 1 to Age 2 to Age birth Age 1 to Age 2 to 

Year 

Age birth 

through 2 

to less 

than 1 

less 

than 2 

less 

than 3 

Age birth 

through 2 

to less 

than 1 

less 

than 2 

less 

than 3 

1997 192,469 33,792 61,401 97,276 1.65 0.87 1.58 2.49 

1998 184,362 30,681 59,617 94,064 1.57 0.78 1.54 2.42 

1999 202,718 35,307 65,810 101,601 1.72 0.89 1.67 2.62 

2000 229,150 35,989 72,998 120,163 1.92 0.89 1.84 3.05 

2001 242,255 37,962 77,169 127,124 2.01 0.94 1.90 3.21 

2002 265,549 41,326 83,405 140,818 2.19 1.03 2.07 3.47 

2003 271,889 38,914 86,108 146,867 2.24 0.95 2.14 3.65 

2004 280,957 40,575 89,833 150,549 2.30 0.99 2.20 3.74 

2005 294,714 41,865 94,445 158,404 2.39 1.01 2.30 3.87 

2006 299,848 43,048 95,993 160,807 2.40 1.01 2.32 3.91 

Exhibit reads: Nationwide, 192,469 children ages birth through 2 were identified for early intervention 

services under IDEA in 1997. These represented 1.65 percent of all children ages birth through 2. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children 

newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of 

Indian Affairs (BIA) children. The total number of children is a population proxy constructed with National Vital Statistics 

System (NVSS) birth data, including births on Indian reservations. Birth data for 2006 are preliminary. The percentage of 

children who were identified was calculated by dividing the number of children identified for services under IDEA (DANS) 

in a given age group by the total number of children in the same age group as indicated by the population proxy 

constructed with NVSS birth data. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C, 

Child Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartCChildCount.asp; U.S. 

Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health 

Statistics, National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://205.207.175.93/vitalstats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from table 6, p. 12, of 

Hamilton, Martin, and Ventura (2007). 

2-6
 
Exhibit 2.3. Trends in national percentage of infants and toddlers identified for early intervention 

services under IDEA, by age (1997–2006) 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 

Year 

Birth to less than 1 

1 to less than 2 

2 to less than 3 

Birth through 2 

Percent 

Exhibit reads: Nationwide, the percentage of 2-year-olds identified for services under IDEA increased from 

2.49 percent in 1997 to 3.91 percent in 2006. 

NOTE: The percentage of children who were identified was calculated by dividing the number of children identified for services 

under IDEA (DANS) in a given age group by the total number of children in the same age group as indicated by the NVSSconstructed population proxy. The numbers of children identified are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children newly 

identified in the year represented by the count and children identified in earlier years who continue to receive services under 

IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Affairs (BIA) children. 

The total number of children is a population proxy constructed with National Vital Statistics System (NVSS) birth data, including 

births on the Indian reservations. Birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartCChildCount.asp; U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System, 1990–2005, retrieved January 11, 2008, from http://205.207.175.93/vitalstats/ReportFolders/ReportFolders.aspx; birth 

data for 2006 are from table 6, p. 12, of Hamilton, Martin, and Ventura (2007). 

2-7
 
Percentage of Infants and Toddlers Identified for Services, by Race/Ethnicity 

(1998 through 2005) 

To examine differences in the rates of identification for EI services by children’s 

racial/ethnic category, percentages for each of five racial/ethnic categories were calculated. Data 

on the racial/ethnic category of children served in early intervention was available from 1998 

through 2005. 

In 2005, the percentage of infants and toddlers identified for EI services under IDEA 

varied by race/ethnicity (see exhibit 2.4). In the most recent year for which data are available 

(2005), 1.95 percent of Asian infants and toddlers, 2.09 percent of Hispanic infants and toddlers, 

2.32 percent of Black infants and toddlers, 2.45 percent of American Indian infants and toddlers, 

and 2.55 percent of White infants and toddlers were identified for services under IDEA. 

From 1998 to 2005, the percentage of infants and toddlers identified for EI services 

under IDEA for all five racial/ethnic categories increased from 1998 to 2005 (see 

exhibits 2.4 and 2.5). The percentage of Black, White, and American Indian infants and toddlers 

identified for early intervention services nationally increased from 1998 to 2005 (percentage 

changes of 0.66, 1.14, and 0.64, respectively), with the percentages for White infants and 

toddlers showing the greatest change. While there was an overall percentage increase from 1998 

to 2005 for Hispanic and Asian children (0.98 percent and 0.77 percent, respectively), the pattern 

of identification was different. For Hispanic children, the percentage declined between 2002 and 

2003 (1.96 percent to 1.95 percent), and increased every year after, reaching 2.09 in 2005. The 

percentage for Asian children declined between 2002 to 2004 (1.97 percent to 1.84 percent), then 

increased thereafter reaching 1.95 percent in 2005. 

Number of Infants and Toddlers Identified for EI Services Under IDEA, 

by Gender (2006) 

Data on the gender of children served in early intervention were collected for the first time 

by DANS in 2006. These data indicate that in 2006, 178,285 infants and toddlers identified for 

services (59 percent) were male and 121,563 (41 percent) were female. 

Percentage of Infants and Toddlers Identified for EI Services, by State 

(1997 to 2006) 

Exhibit 2.6 displays the overall national and state percentages for the identification of 

infants and toddlers served under IDEA in 1997 and 2006 and the average percentages across the 

intervening years. The states are ordered by their percentages in 2006. 

2-8
 
Exhibit 2.4. National number and percentage of children ages birth through 2 identified for early 

intervention services under IDEA, by race/ethnicity (1998–2006) 

Children identified for services 

Number Percentage of all children 

American American 

Year White Black Hispanic Asian Indian White Black Hispanic Asian Indian 

1998 100,884 29,252 24,255 5,884 1,988 1.41 1.66 1.11 1.18 1.81 

1999 111,213 32,752 27,298 6,369 2,178 1.56 1.85 1.22 1.24 1.95 

2000 132,792 34,392 32,604 7,485 2,300 1.85 1.91 1.39 1.38 2.01 

2001 150,870 36,872 42,089 9,654 2,318 2.12 2.06 1.71 1.70 2.01 

2002 160,550 40,148 50,266 11,8122,521 2.28 2.26 1.96 1.97 2.16 

2003 165,623 39,861 51,789 11,716 2,626 2.37 2.27 1.95 1.90 2.23 

2004 169,241 40,131 54,877 11,7852,764 2.43 2.30 1.99 1.84 2.33 

2005 177,153 40,579 59,815 12,781 2,947 2.55 2.32 2.09 1.95 2.45 

2006 177,379 40,894 64,699 13,625 3,098 ─ ─ ─ ─ ─

Exhibit reads: Nationwide, 100,884 White children ages birth through 2 years were identified for early intervention 

services under IDEA in 1998. These represented 1.41 percent of all White infants and toddlers. 

— Percentages for 2006 could not be calculated because birth data for 2006 by race/ethnicity were not available. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, 

and American Indian includes Alaska Native. The numbers of children identified in the exhibit are aggregated counts of children 

identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue 

to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of 

Indian Affairs (BIA) children. The total number of children is a population proxy constructed with National Vital Statistics System 

(NVSS) birth data, including births on the Indian reservations. Birth data for 2006 are preliminary. The percentages of children 

identified were calculated by dividing the number of children identified for services under IDEA (birth through 2) in a given 

racial/ethnic category by the total number of children (birth through 2) in the same racial/ethnic category as indicated by the 

NVSS-constructed population proxy. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/docs%5CPartCTrendData%5CC3.xls; U.S. 

Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 

National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

2-9
 
Exhibit 2.5. Trends in national percentage of children ages birth through 2 identified for early 

intervention services under IDEA, by race/ethnicity (1998–2005) 

Percent

3.0 

Percent 

18.0 

17.0 

16.0 2.0 

15.0 

14.0 

13.0 

12.0 1.0 

11.0 

10.0 

9.0 

8.0 0.0 

7.0 1998 1999 2000 2001 2002 2003 2004 2005 

Year 6.0 

5.0 

4.0 White 

3.0 American Indian 

2.0 Black 

1.0 Hispanic 

0.0 Asian 

1998 1999	 2000 2001 2002 2003 2004 2005 

Year 

Exhibit reads: Nationwide, the percentage of American Indian children ages birth through 2 identified for services 

under IDEA increased from 1.81 percent in 1998 to 2.45 percent in 2005. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and 

American Indian includes Alaska Native. The numbers of children identified in the exhibit are aggregated counts of children 

identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Affairs (BIA) children. The total number of children is a population proxy constructed with National Vital Statistics System (NVSS) 

birth data, including births on Indian reservations. The percentages of children identified were calculated by dividing the number 

of children identified for services under IDEA (birth through 2) in a given racial/ethnic category by the total number of children 

(birth through 2) in the same racial/ethnic category as indicated by the NVSS-constructed population proxy. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/docs%5CPartCTrendData%5CC3.xls; U.S. 

Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 

National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

2-10 
Exhibit 2.6. Percentage of children ages birth through 2 identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006) 

Average for 50 states and DC
 Mississippi

Louisiana

Georgia
 District of Columbia

Alabama
 Nevada
 Missouri
 Virginia
 Tennessee

Minnesota
 Florida
 Nebraska
 Washington
 Oregon Utah

Arizona
 Alaska
 Colorado
 Montana
 South Carolina
 Oklahoma
 Texas
 North Carolina
 California
 2006 Kentucky 

Michigan Average 1998-2005

Maine 1997 Iowa
 Wisconsin
 Kansas
 Delaware
 Ohio
 New Jersey
 Arkansas

Idaho
 South Dakota
 Maryland
 North Dakota

Illinois
 Connecticut
 Pennsylvania
 Vermont

New Mexico
 Indiana
 New Hampshire
 New York

Wyoming
 Rhode Island

West Virginia
 Massachusetts

Hawaii
 

0.0 2.0 4.0 6.0 8.0 

Percent 

Exhibit reads: Nationwide, 2.40 percent of all children ages birth through 2 were identified for Part C services 

under IDEA in 2006; 1.65 percent were identified in 1997; and, on average, 2.05 percent were identified in 1998 

through 2005. 

NOTE: States are ordered by the percentage of children identified for services in 2006. Vertical lines represent the average 

percentages for the 50 states and the District of Columbia, including Bureau of Indian Affairs (BIA) children. The numbers used

to calculate the percentages of children identified are (1) counts of children identified for services under IDEA at a single time 

point between October 1 and December 1 of each year and (2) population proxy constructed with data from the National Vital 

Statistics System (NVSS) birth data, including births on Indian reservations. The annual state counts include both children newly 

identified in the year represented by the count and children identified in earlier years who continue to receive services under

IDEA. The percentages were calculated by dividing the number of children identified for services under IDEA (birth through 2) in 

a state (or nationally) by the number of children in the same state (or nationally) as indicated by the NVSS-constructed 

population proxy. NVSS birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from https://www.ideadata.org/tables30th%5Car_1-1.xls; U.S. Department of 

Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital 

Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from table 6, p. 12, of Hamilton, Martin, 

and Ventura (2007). 

2-11 
In 2006, states varied in the percentage of infants and toddlers identified for services 

under IDEA. Nationally, the percentage of children identified was 2.4 percent in 2006, the most 

recent year for which information is available. This is more than the percentage of children 

identified in 1997 (1.65 percent) and the average of 1998 through 2005 (2.05 percent). Across 

states in 2006, the percentage of children identified for services ranged from 7.19 percent in 

Hawaii to 1.18 percent in Mississippi. In 2006, the percentage of children identified was higher 

than in 1997 for 47 states (the exceptions were Delaware, Florida, Mississippi, and Ohio). 

Percentage of Infants and Toddlers Identified for Services, by State and 

OSEP Categorization of Eligibility Criteria 

OSEP developed a categorization system that classifies states on the basis of the breadth of 

their eligibility criteria for early intervention into one of three categories: broad, moderate, and 

narrow. The criteria are based upon averaging descriptors (percent delay, age/month delay, 

standard deviation, and undefined variable related to if a state serves at-risk) in states’ eligibility 

definitions for Part C (Mackey Andrews and Taylor 2007). States with broad definitions use 

criteria that would allow more children to be served. 

Exhibit 2.7 displays the states ordered by percentages of infants and toddlers identified for 

EI services under IDEA in 2006 and also shows classification of each state’s eligibility criteria as 

broad, moderate, or narrow. The exhibit shows the overall national percentage for children ages 

birth through 2 years. In 2006, 14 of the 22 states with broad eligibility criteria had higher 

percentages than the national percentage, and 12 of the 16 states with narrow criteria had lower 

percentages than the national percentage. 

2-12 
Exhibit 2.7. Percentage of children ages birth through 2 identified for services under IDEA in 

50 states and the District of Columbia, by the state’s Office of Special Education 

Programs (OSEP) categorization of eligibility (2006) 

Mississippi 

Louisiana

Georgia 

District of Columbia 

Alabama 

Nevada 

Missouri

Virginia 

Tennessee 

Minnesota 

Florida 

Nebraska Washington Oregon 

Utah 

Arizona 

Alaska 

Colorado 

Montana 

South Carolina 

Oklahoma 

Texas 

North Carolina 

California

Kentucky

Michigan 

Maine 

Iowa 

Wisconsin 

Kansas 

Delaware 

Ohio New Jersey 

Arkansas 

Idaho 

South Dakota Maryland 

North Dakota 

Illinois 

Connecticut

Pennsylvania 

Vermont 

New Mexico 

Indiana New Hampshire 

New York

Wyoming 

Rhode Island

West Virginia 

Massachusetts 

Hawaii 

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 

Broad 

Moderate 

Narrow 

Unknown 

Percent 

Exhibit reads: In 2006, more than 7.0 percent of children ages birth through 2 were identified for services under 

IDEA in Hawaii, a state that was categorized as having broad eligibility for EI services. 

NOTE: OSEP categorization is based on definition of developmental delay and whether the state serves at-risk children. The 

vertical line represents the national percentage. The numbers of children identified are calculated from counts of children 

identified for services under IDEA at a single time point between October 1, 2006, and December 1, 2006. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. National data represent the counts for the 50 states and the District of Columbia, including Bureau 

of Indian Affairs (BIA) children. The percentages were calculated by dividing the number of children identified for services under 

IDEA (birth through 2) in a state by the number of children in the same state as indicated by the NVSS-constructed population 

proxy. NVSS birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/tables30th%5car_7-1.xls; U.S. Department of 

Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital 

Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from table 6, p. 12, of Hamilton, Martin, 

and Ventura (2007). 

2-13 
Declassification of Infants and Toddlers Who Had Been Identified for Early

Intervention Services Under IDEA 

Two sources of data are used to report on declassification and early intervention. The first 

source of data is from the National Early Intervention Longitudinal Study (NEILS), which 

followed a nationally representative sample of more than 3,000 children from the time they 

began early intervention services until kindergarten. The second source is state-reported data on 

the number of children who exit Part C early intervention services and the four reasons children 

no longer receive EI services at 36 months of age: (1) children are eligible for Part B preschool 

services, (2) eligibility for Part B has not been determined, (3) exited to other programs, and 

(4) exited with no referrals to other programs. Both of these data sources are informative, but 

data from them cannot be compared because one follows a cohort of entrants over time and the 

other describes exiters in a given time period. 

A longitudinal study of infants and toddlers who were identified for early intervention 

services found that 18 percent exited before reaching the age limit of 36 months for early 

intervention services (see exhibit 2.8). These children exited early intervention for various 

reasons, such as meeting all their developmental goals and losing eligibility because of 

developmental progress or parents’ choosing to withdraw from services. At 36 months of age, an 

additional 20 percent of children exited EI and were not enrolled in Part B preschool services, 

while 62 percent of children exited EI at 36 months of age and did continue on to Part B 

preschool special education services. 

Exhibit 2.8. National percentage of children exiting early intervention before 36 months of age and at 

36 months of age who did and did not receive Part B services 

Exited before 

Exited at 36 months, 36 months 

Exited at 36 months 

to Part B (62%) 

no Part B (20%) (18%) 

Exhibit reads: Nationwide, 20 percent of a cohort of children identified for services under IDEA exited from early 

intervention at 36 months of age and did not go on to receive Part B preschool services. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between
 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study
 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

2-14 
Of all infants and toddlers served nationally under IDEA who exited early 

intervention at 36 months from 2005 to 2006, 66 percent were reported by states to have 

been eligible for Part B preschool services (see exhibit 2.9). Twelve percent were reported to 

have exited to other programs, and 6 percent were reported to have exited the early intervention 

system without referrals to other services, and 17 percent had not yet had their eligibility for 

Part B determined at their exit from early intervention. Across states, the percentage of children 

exiting EI services who were determined eligible for Part B services ranged from 100 percent in 

Minnesota to 10 percent in the District of Columbia (see exhibit 2.10), where Part B eligibility 

was undetermined for 87 percent of children at the time of reporting. 

Exhibit 2.9. National percentage of children no longer receiving early intervention services under 

IDEA at 36 months of age, by exit category (2005–2006) 

Exited with 

no referrals 

(6%) 

programs 

(12%) 

Part B eligible Part B eligibility (66%) not determined 

(17%) 

Exited to other 

Exhibit reads: Nationwide, of all children served under IDEA who left EI at 36 months from 2005 to 2006, 

66 percent were eligible for Part B services. 

NOTE: The DANS data represented in this exhibit reflect data on all children who exited EI programs at 36 months of age in 

fall 2005. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), retrieved 

December 7, 2007, from https://www.ideadata.org/tables30th%5Car_7-8.xls. 

2-15 
Exhibit 2.10. Percentage of children no longer receiving early intervention services under IDEA at 

36 months of age, by exit category and state (fall 2005) 

0 20 40 60 80 100 

District of Columbia 

Hawaii 

Michigan 

New Jersey 

West Virginia 

Indiana 

Mississippi 

Texas 

Ohio 

California 

Tennessee 

South Carolina 

Virginia 

Louisiana 

Oklahoma 

Utah 

Wisconsin 

Nevada 

New York 

Montana 

Delaware 

Washington 

Illinois 

North Dakota 

South Dakota 

Connecticut 

Iowa 

Alabama 

Georgia 

North Carolina 

Arkansas 

Kentucky 

Rhode Island 

Alaska 

Maryland 

New Hampshire 

Florida 

Idaho 

Massachusetts 

Missouri 

New Mexico 

Pennsylvania 

Colorado 

Wyoming 

Kansas 

Vermont 

Arizona 

Oregon 

Maine 

Nebraska 

Minnesota 

Percent 

Part B eligible 

Part B eligibility not determined 

Exited to other programs 

Exited with no referrals 

Exhibit reads: Of all children who left EI at 36 months of age in Minnesota in fall 2005, 100 percent were eligible for 

Part B services. 

NOTE: The DANS data represented in this exhibit reflect data on all children who exited EI programs at 36 months of age in 

fall 2005. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), retrieved 

December 7, 2007, from https://www.ideadata.org/tables30th%5Car_7-8.xls. 

2-16 
Outcomes for Infants and Toddlers Identified for Early Intervention 

Services Under IDEA 

A critical policy question at all age levels is how children who receive services under IDEA 

are progressing. Addressing this question requires examining different outcomes for different age 

groups. For children younger than school age, consideration of outcomes often focuses on 

developmental domains or areas. IDEA lists five developmental areas in which children might 

experience developmental delay: communication development, cognitive development, social or 

emotional development, adaptive development, and physical development. Furthermore, the 

National Education Goals Panel identified five developmental areas considered important for 

young children—(1) physical well-being and motor development; (2) social and emotional 

development; (3) approaches toward learning; (4) language development; and (5) cognition and 

general knowledge (National Education Goals Panel 1995)—and many states have adopted 

similar areas in developing their early learning guidelines (Scott-Little, Kagan, and Frelow 

2005). 

The NEILS data can be used to describe outcomes for children who received EI services 

nationally. Outcome data collection included parent-reported information at 36 months of age 

and parent- and teacher-reported information in kindergarten. Most of the items in the parent 

interview and teacher surveys were developed for NEILS by the research team based on the 

study’s conceptual framework. Some items were taken from protocols developed for other 

studies such as the National Household Education Survey (NHES); Early Childhood 

Longitudinal Study, Kindergarten Cohort (ECLS-K); and National Health Interview Survey 

(NHIS). 

Telephone interviews were conducted with families to obtain information about child and 

family characteristics, child functioning, and families’ perceptions of services. Families were 

interviewed when their children entered early intervention, annually on the anniversary of their 

entry, when their children were 3 years old, and again when they entered kindergarten. Findings 

presented here are based on parent reporting of the child’s skill level for a set of developmental 

milestones for different ages and on other items where parents were asked to characterize the 

child’s skill or behavior according to a fixed set of responses. An index of developmental skills 

was derived from the milestone data for each of four domains (motor, communication, 

independence, and cognition) for each child. The research team identified an expected age of 

attainment for each milestone based on a review of the literature and other developmental 

instruments. On the basis of the parent’s responses to the milestones within a domain, each child 

was determined to have mastered nearly all or all of the age-expected developmental skills in the 

domain or not (Scarborough, Hebbeler, Simeonsson, and Spiker 2007). 

In the spring of children’s kindergarten year, the teachers were sent a two-part questionnaire 

that asked about the child’s performance in kindergarten. The study child’s parent provided the 

name of the child’s kindergarten teacher. The teachers were sent a letter with the survey 

indicating that the child was participating in a study of early intervention, but the letter did not 

say the child had received early intervention. The teacher may or may not have known this. The 

kindergarten teacher survey included items on social skills (e.g., whether the child makes friends 

easily, follows directions, receives criticisms well, appears lonely, completes homework on time, 

etc.); language and literacy (whether the child produces rhyming words, composes simple 

stories, etc.); mathematical thinking (whether the child orders a group of objects, uses a variety 

of strategies to solve math problems, etc.); and other items involving comparisons of child’s 

2-17 
skills and performance to that of other children the child’s age or in the classroom. The language 

and literacy and mathematical thinking items were taken from the ECLS-K teacher instrument. 

Information was collected from both parents and teachers as to whether or not children had 

been identified for services under Part B IDEA in kindergarten. Overall, 55 percent of former EI 

participants were identified for special education services in kindergarten (i.e., had 

Individualized Education Programs). 

This section highlights children’s outcomes at 36 months of age (based on parent report) 

and in kindergarten (based on teacher and parent reports) for each of the five developmental 

domains. Data are summarized to provide the following information: 

	 Overall findings regarding the outcomes for children who were identified for EI services 

under IDEA. Presented outcomes for these findings as well as for the additional findings 

described below are based on parent and teacher responses to several types of items that 

assessed perception of developmental and academic skills: 

–	 Items that asked the parent to compare their child’s skill level to other children the 

same age (e.g., Compared to other children the same age, how well does [name of 

child] make [his/her] needs known to you and other? Would you say [he/she] 

communicates just as well as other children, has a little trouble communicating, has 

a lot of trouble communicating, or doesn’t communicate at all?) 

–	 Developmental milestone items for which the parent reported on the child’s level of 

accomplishment (e.g., How well does your child tell a simple story if asked? Would 

you say [she/he], doesn’t do it at all, does it but not well, or does it well?). Using this 

information, the item level responses for the milestones were aggregated across 

milestones and children were classified as to whether they could or could not 

perform well all of the milestones expected for a child that age. 

–	 Items that asked the parent to report on the child’s performance on simple cognitive 

tasks (e.g., How high can [child’s name] count?), on aspects of the child’s behavior 

(e.g., Would you say your child rarely has temper tantrums, sometimes has temper 

tantrums, or often has temper tantrums?), and on the child’s health (i.e., Compared 

to other children the same age, would you say [child’s name]’s general health is 

excellent, very good, good, fair, or poor?). 

–	 Items that asked the teacher to rate the child’s abilities and disabilities across a 

number of areas -- such as communicating with others, thinking and reasoning, and 

behavior on a 6-point scale that ranged from “normal for age” to “extreme 

difficulty,” the child’s literacy and mathematics skills on a 5-point scale ranging 

from “not yet” to “proficient.” 

–	 Items that asked the teacher to report how frequently the child displayed certain 

behaviors on a 3-point scale ranging from “never” to “very often” (e.g., Argue with 

others) and how many friends the child had in the classroom with answer choices 

ranging from “far fewer than most children” to “far more than most children.” 

–	 An item that asked the teacher about how the child compares to other children in 

terms of activity level with answer choices ranging from “a lot less active than 

most” to “ a lot more active than most.” 

2-18 
 

 

 

 

 Outcome findings by IDEA Part C eligibility category (developmental delay, diagnosed 

condition, at risk for delay).5 

 Comparison of outcomes for former EI participants continuing to receive services under 

IDEA in Kindergarten (i.e., children with IEPs) with outcomes for children no longer 

eligible for IDEA services (i.e., children with no IEPs). 

Where applicable, outcome data were compared with general population data on 3- and 5-

year-olds from NHES, ECLS-K; and NHIS. General population data included both children 

identified and not identified for EI and special education services. 

Communication 

Overall Findings 

Children who participated in early intervention were reported as demonstrating 

communication skills below age-expected levels at 36 months. At 36 months of age, 

42 percent of EI participants were reported by parents to communicate their needs as well as 

other children their age (see exhibit 2.11), 19 percent were reported to be very easy to 

understand, and 29 percent were reported by their parents to have mastered all age-expected 

communication milestones (see appendix exhibit A2.27; e.g., saying “mama” or “dada,” or 

saying two or three words in a sentence). 

At kindergarten, 60 percent of EI participants were reported by parents to communicate 

their needs as well as other children, 40 percent were reported to be very easy to understand, 

63 percent were reported by parents to understand verbal and nonverbal communication as well 

as other children, and 37 percent of EI participants were reported by their parents to have 

mastered all communication milestones expected of a 5-year-old (see appendix exhibit A2.27; 

e.g., saying sentences of four to six words or telling a simple story if asked). Kindergarten 

teachers reported that 60 percent of former EI participants’ understanding of others was at an 

age-expected level, and for 50 percent of children, communication with others was at an ageexpected level. 

5	 IDEA Part C eligibility categories include developmental delay, diagnosed condition, at risk for delay. 

Developmental delay refers to individuals from birth through age 2 who need early intervention services because 

they are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in 

one or more of the following areas: (1) cognitive development, (2) physical development, including vision and 

hearing, (3) communication development, (4) social or emotional development, (5) adaptive development. 

Diagnosed condition refers to individuals from birth through age 2 who need early intervention services because 

they have a diagnosed physical or mental condition that has a high probability of resulting in developmental 

delay. At-risk children refers to a term where, at a state’s discretion, children from birth through age 2 are 

considered at risk of having substantial developmental delays if early intervention services are not provided. 

[34 Code of Federal Regulations §303.16(a)] 

2-19 
Exhibit 2.11. National percentage of former EI participants for whom parents and teachers 

reported communication outcomes at 36 months of age and kindergarten 

Outcome Percent SE N

Parent report: 36 months of age 

Communicates needs as well as other children 41.7 1.39 2,670 

When child talks to other people she/he doesn’t know well, she/he 

is very easy to understand 18.8 1.29 2,644

All age-expected communication milestones mastered 29.0 0.99 2,651 

Parent report: kindergarten 

Communicates needs as well as other children 59.9 1.49 2,280 

When child talks to other people she/he doesn’t know well, she/he 

is very easy to understand 39.7 1.10 2,165 

All age-expected communication milestones mastered 36.9 2.02 2,095 

Understands verbal and nonverbal communication as well as other 

children 63.0 1.37 2,275

Teacher report: kindergarten 

Understands others as expected for age 59.7 0.86 1,539 

Communicates with others as expected for age 50.0 1.28 1,549 

Exhibit reads: When former early intervention participants were 36 months of age, parents of 41.7 percent 

reported that the children communicated their needs as well as other children their age. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between
 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention 

Longitudinal Study (NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

Findings by Eligibility Category 

Communication outcomes for infants and toddlers identified for EI services varied by 

eligibility category. For two of the three communication skills at 36 months and for five out of 

the six kindergarten skills, communication outcomes for children eligible for EI because of a risk 

condition were reported to be significantly higher than for children with developmental delays, 

and children with developmental delays significantly higher than children with diagnosed 

conditions (see exhibit 2.12 for comparison of the communication outcome domain by reason for 

eligibility for early intervention; p < .05 for all significant comparisons cited). At 36 months of 

age, 67 percent of those with a risk condition at entry into EI were reported by parents to 

communicate needs as well as other children their age (SE = 3.26), compared with 39 percent 

(SE = 1.43) of EI participants with a developmental delay and 31 percent (SE = 2.28) of children 

with a diagnosed condition (p < .001 for developmental delay versus at-risk comparison; 

p < .001 for diagnosed condition versus at-risk comparison). At kindergarten, 74 percent 

(SE = 3.33) of former EI participants with a risk condition were reported by parents to 

communicate needs as well as other children, compared with 43 percent (SE = 2.96) of those 

who began EI with a diagnosed condition (p < .001). Kindergarten teachers were asked how well 

former EI participants were able to understand others, and their reports show a similar pattern. 

Teachers reported that for 72 percent (SE = 3.91) of those who began EI with a risk condition, 

their understanding of others was normal for their age, compared with 42 percent (SE = 2.53) of 

those who received EI because of a diagnosed condition (p < .001). Similarly, kindergarten 

teachers were asked how well former EI participants were able to communicate with others and 

2-20 
Exhibit 2.12. National communication outcomes of former early intervention participants at 36 months 

and kindergarten, by eligibility category 

Eligibility category Comparisons 

DiagDevelop- nosed 

mental delay condition 

(DD) (DC) 

At risk 

(AR) 

DD vs. 

DC 

DD vs. 

AR 

DC vs. 

AR 

Outcome % (SE) % (SE) % (SE) p value p value p value 

Parent-reported communication outcome: 36 

months 

Communicates needs as well as other 

children 39.0 (1.43) 31.3 (2.28) 66.6 (3.26) 0.004 p < .001 p < .001 

When child talks to other people she/he 

doesn’t know well, she/he is very easy to 

understand 15.5 (2.27) 13.4 (1.55) 40.1 (2.18) 0.439 p < .001 p < .001 

All age-expected communication milestones 

mastered 28.1 (0.90) 19.3 (1.73) 45.9 (4.09) p < .001 p < .001 p < .001 

Parent-reported communication outcome: 

kindergarten 

Communicates needs as well as other 

children 62.3 (2.82) 43.2 (2.96) 74.2 (3.33) p < .001 0.006 p < .001 

When child talks to other people she/he 

doesn’t know well, she/he is very easy to 

understand 39.2 (2.53) 27.7 (3.28) 57.4 (4.71) 0.006 0.001 p < .001 

All age-expected communication milestones 

mastered 37.1 (2.52) 27.8 (4.05) 50.2 (2.60) 0.052 p < .001 p < .001 

Understands verbal and nonverbal 

communication as well as other children 65.9 (2.90) 45.6 (2.44) 77.2 (3.52) p < .001 0.014 p < .001 

Teacher-reported communication outcome: 

kindergarten
 

Understands others as expected for age 62.2 (1.19) 42.3 (2.53) 72.2 (3.91) p < .001 0.015 p < .001 

Communicates with others as expected for 

age 50.9 (1.19) 33.6 (2.68) 68.9 (2.27) p < .001 p < .001 p < .001 

Exhibit reads: Thirty-nine percent of former early intervention participants who were eligible for EI due to a 

developmental delay were reported by parents to communicate needs as well as other children of the same age at 

36 months. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

reported that of those who began EI with a risk condition, 69 percent (SE = 2.27) communicated 

with others as expected for their age, compared with 51 percent (SE = 1.19) of children with a 

developmental delay (p < .001) and 34 percent (SE = 2.68) of children who began EI with a 

diagnosed condition (p < .001). 

Comparison of Kindergarten Outcomes for Children With IEPs and Without IEPs 

A significantly higher percentage of children without IEPs were reported by parents 

and teachers to demonstrate skills expected for their age on all communication measures at 

kindergarten than were children with IEPs (see exhibit 2.13). At kindergarten, a higher 

percentage of former EI participants with IEPs (21 percent, SE = 1.29) of former EI participants 

with IEPs were reported by parents to be very easy to understand, compared to former EI 

participants without IEPs (62 percent, SE = 2.00) (p < .001). Similarly, 45 percent (SE = 1.72) of 

2-21 
Exhibit 2.13. National percentage of former EI participants for whom kindergarten teachers and 

parents reported communication outcomes, by child’s IEP status in kindergarten 

TEACHERS’ REPORT 

Child communicates with
 

others as expected for age
 

Child understands others as
 

expected for age
 

PARENTS’ REPORT 

Child is very easy to understand 

Child understands verbal and nonverbal
 

communication as well as other children
 

Child communicates needs
 

as well as other children
 

0 20 40 60 80 100 

Percent 

IEP 

No IEP 

85 

85 

62 

86 

80 

45 

21 

40 

28 

39 

Exhibit reads: Nationwide, 28 percent of former EI participants who had an IEP in kindergarten were reported by 

their parents to communicate with others as expected for their age. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

former EI participants with IEPs were reported by parents to understand verbal and nonverbal 

communication as well as other children, compared with 85 percent (SE = 1.96) of those without 

an IEP (p < .001); and 39 percent (SE = 1.24) and 85 percent (SE = 2.06) of former EI 

participants with and without IEPs, respectively, were reported to communicate needs as well as 

other children (p < .001). Parents’ reports of milestone attainment showed the same pattern; 

22 percent (SE = 2.12) of former EI participants with IEPs were reported to have mastered all 

communication milestones expected for their age, compared with 55 percent (SE = 2.48) of 

former EI participants with no IEPs (p < .001). (See appendix exhibit A2.28.) 

Kindergarten teachers reported that 80 percent (SE = 1.30) of former EI participants without 

IEPs communicated with others as expected for their age, compared with 28 percent (SE = 1.96) 

of former EI participants with IEPs (p < .001), and that 86 percent (SE = 1.73) of former EI 

participants without IEPs understood others as expected for their age, compared with 40 percent 

(SE = 1.67) of those with IEPs (p < .001). 

2-22 
 

Cognitive Development 

Overall Findings 

Exhibit 2.14 displays data regarding parents’ reports of cognitive outcomes at 36 months of 

age and in kindergarten for former EI participants and for the general population of 3-year-olds. 

For the two parent-reported measures of early literacy and mathematics skills, the 

percentage of former EI participants reported to demonstrate skills expected for their age 

was significantly lower than for the general population of 3-year-olds. When children were 

36 months old, parents reported that 17 percent (SE = 1.13) of former EI participants could 

recognize most or all letters of the alphabet (see exhibit 2.14), whereas parents of 37 percent 

(SE = 1.41) of children in the general population6 reported that their children could do so 

(p < .001). Parents reported that at 36 months of age, 13 percent (SE = 1.38) of former EI 

participants could count to 20 or higher. In comparison, 41 percent (SE = 1.43) of children in the 

general population were reported to be able to count that high (p < .001). At kindergarten, 

parents reported that 72 percent of former EI participants (SE = 1.59) could count to 20 or 

higher, which was significantly lower than the 82 percent (SE = 2.20) of children in the general 

population of the same age who were reported to perform this skill (p < .001). When children 

were 36 months old, parents reported that 32 percent of former EI participants had mastered all 

of the cognitive milestones expected for their age (see appendix exhibit A2.27; e.g., knowing two 

body parts, giving his/her first name). By kindergarten, parents reported that 14 percent of 

former EI participants had mastered all cognitive milestones expected of 5-year-olds (see 

appendix exhibit A2.27, e.g., knowing both their first name and last name, answering correctly if 

they are a boy or a girl). 

6 General population statistics are based on data from the National Household Education Survey (NHES). 

2-23 
Exhibit 2.14. National percentage of former EI participants and of the general population for whom 

parents reported cognitive outcomes at 36 months and in kindergarten 

36 MONTHS
 

Child can recognize most or all
 

of the letters of the alphabet
 

Child can count to 20 or higher 

KINDERGARTEN 

0 20 40 60 80 100 

Percent 

82 

75 

41 

37 

72 

70 

13 

17 

Former EI participants 

General population 

Child can recognize most or all 

of the letters of the alphabet 

Child can count to 20 or higher 

 

Exhibit reads: Nationwide, 17 percent of 3-year-olds who were former EI participants were reported by their 

parents to be able to recognize most or all letters of the alphabet. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews (public use dataset), 2007; general population data from the National Household Education Survey 

(NHES) public use dataset, 1999 parent interview, available at http://nces.ed.gov/nhes/dataproducts.asp. 

Across nine early literacy and seven numeracy skills, significantly fewer former EI 

participants than children in the general population were reported to have skills rated as 

intermediate or proficient. Kindergarten teachers reported on the level of each child’s skill 

across nine early literacy skills and seven early numeracy skills (see appendix exhibit A2.15 for 

data on all literacy and numeracy skills). For example, as shown in exhibit 2.15, for early literacy 

skills, 20 percent (SE = 1.04) of former EI participants were reported by teachers to be able to 

compose simple stories, which was significantly fewer than the 32 percent (SE = 0.81) of 

children in the general population (p < .001); 34 percent (SE = 1.79) of former EI participants 

were reported to be able to read simple books independently, compared with 43 percent 

(SE = 0.87) of those in the general population (p < .001), and 45 percent (SE = 1.61) of former 

EI participants were reported by teachers to be able to produce rhyming words, compared with 

63 percent (SE = 0.92) of children in the general population (p < .001). For numeracy skills, 

31 percent (SE = 1.14) of former EI participants were reported to use a variety of strategies to 

solve mathematics problems, compared with 46 percent (SE = 0.89) of children in the general 

population7

 (p < .001). Teachers also reported that 35 percent (SE = 1.98) of former EI 

participants could solve number problems using concrete objects, compared with 53 percent 

7 General population statistics are based on ECLS-K. 

2-24 
(SE = 0.88) of children in the general population (p < .001); and 43 percent (SE = 1.47) of 

former EI participants could understand relationships between quantities, whereas 59 percent 

(SE = 0.97) of children in the general population were reported to perform this skill (p < .001). 

Exhibit 2.15. National percentage of former EI participants and of the general population for whom 

kindergarten teachers reported mathematics and early literacy outcomes 

MATHEMATICS 

Child uses a variety of strategies
 

to solve math problems
 

Child solves number problems
 

using concrete objects
 

Child understands relationships
 

between quantities
 

EARLY LITERACY 

Child composes simple stories 

Child reads simple books independently 

Child produces rhyming words 

0 20 40 60 80 100 

Percent 

63 

43 

32 

59 

53 

34 

20 

43 

35 

46 

31 

45 

Former EI participants 

General population 

Exhibit reads: Nationwide, 31 percent of kindergarteners who were former EI participants were reported by their 

teachers to be able to use a variety of strategies to solve math problems. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the Early 

Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, 

available from http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

Findings by Eligibility Category 

Cognitive outcomes for infants and toddlers identified for EI services under IDEA 

varied by eligibility category. For one of the three cognitive skills at 36 months, cognitive 

outcomes for children eligible for EI because of an at risk condition was reported to be 

significantly higher than for children with developmental delays and those with diagnosed 

conditions (see exhibit 2.16 for comparison of the cognitive outcome domain by reason for 

eligibility for early intervention; p < .05 for all significant comparisons cited). Furthermore, an 

examination of these cognitive skills at 36 months indicated that for two measures, children with 

developmental delays had significantly better cognitive skills than children with a diagnosed 

2-25 
condition. Parents reported 19 percent (SE = 1.45) of children with developmental delays to 

recognize most or all alphabet letters compared with 12 percent (SE = 1.16) of children with a 

Exhibit 2.16. National cognitive development outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category
 

Eligibility category Comparisons 

DiagDevelop- nosed 

mental delay condition 

(DD) (DC) 

At risk 

(AR) 

DD vs. 

DC 

DD vs. 

AR 

DC vs. 

AR 

Outcome % (SE) % (SE) % (SE) p value p value p value 

Parent-reported cognitive outcome: 36 months 

Can recognize most or all of the letters of 

the alphabet 19.0 (1.45) 12.1 (1.16) 19.6 (2.78) p < .001 0.841 0.013 

Can count to 20 or higher 12.9 (1.34) 10.6 (1.71) 15.3 (4.54) 0.290 0.610 0.332 

All age-expected cognitive milestones 

mastered 32.8 (1.32) 21.6 (1.42) 44.8 (5.00) p < .001 0.020 p < .001 

Parent-reported cognitive outcome: 

kindergarten 

Can recognize most or all of the letters of 

the alphabet 72.7 (1.10) 61.5 (3.49) 75.7 (3.32) 0.002 0.390 0.003 

Can count to 20 or higher 75.4 (1.23) 56.4 (3.02) 79.8 (3.19) p < .001 0.168 p < .001 

All age-expected cognitive milestones 

mastered 14.7 (1.04) 8.6 (2.15) 18.0 (4.16) 0.010 0.446 0.044 

Teacher-reported cognitive outcome: 

kindergarten 

Average or above in overall academic skills 57.5 (1.29) 39.1 (1.82) 64.0 (5.35) p < .001 0.237 p < .001 

Thinking and reasoning normal for age 53.8 (1.66) 37.5 (3.25) 66.2 (3.79) p < .001 0.003 p < .001 

Uses a variety of strategies to solve math 

problems 34.7 (1.47) 19.2 (3.47) 30.1 (5.51) p < .001 0.424 0.096 

Solves number problems using concrete 

objects 39.3 (2.50) 23.3 (2.75) 37.0 (4.16) p < .001 0.632 0.006 

Understands relationships between 

quantities 45.5 (1.84) 31.9 (3.03) 48.9 (4.67) p < .001 0.493 0.002 

Composes simple stories 22.0 (1.12) 12.8 (2.30) 24.2 (4.47) p < .001 0.624 0.024 

Reads simple books independently 35.1 (1.51) 27.3 (4.13) 35.9 (6.48) 0.076 0.888 0.262 

Produces rhyming words 49.0 (1.64) 32.4 (2.39) 49.5 (5.97) p < .001 0.920 0.009 

Sorts, classifies and compares 53.3 (1.45) 36.3 (3.23) 53.4 (5.05) p < .001 1.000 0.004 

Orders a group of objects 47.5 (2.13) 37.1 (2.69) 52.6 (6.02) 0.002 0.427 0.019 

Understands graphing activities 47.3 (1.72) 31.8 (2.44) 46.5 (4.43) p < .001 0.862 0.004 

Uses measuring instruments 31.1 (2.15) 14.2 (2.10) 27.2 (3.62) p < .001 0.348 0.002 

Uses complex sentence structure 19.8 (2.30) 16.2 (2.75) 19.7 (3.71) 0.011 0.001 p < .001 

Understands text and reads aloud 38.3 (1.19) 27.9 (1.95) 47.1 (4.65) p < .001 0.056 p < .001 

Names all the letters of alphabet 65.7 (2.07) 55.8 (2.71) 64.1 (6.21) 0.004 0.806 0.224 

Uses strategies for unfamiliar words 27.6 (1.28) 21.2 (2.49) 32.2 (5.34) 0.019 0.410 0.060

Understands print conventions 30.0 (1.01) 18.7 (2.98) 31.3 (2.25) p < .001 0.610 0.001 

Uses computer 32.3 (1.93) 24.2 (3.60) 24.5 (4.68) 0.045 0.121 1.000 

Exhibit reads: Nineteen percent of former early intervention participants who were eligible for EI because of a 

developmental delay were reported by parents to be able to recognize most or all letters of the alphabet at 36 

months. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study
 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

2-26 
diagnosed condition (p < .001). Parents also reported a higher percentage of children with 

developmental delays to have mastered all age-expected cognitive milestones (33 percent, 

SE = 1.32) as compared with children with a diagnosed condition (22 percent, SE = 1.42, 

p < .001). For this item specifically, parents reported that at 36 months, 45 percent (SE = 5.00) of 

EI participants who had been eligible because of a risk condition had mastered all age-expected 

cognitive milestones, compared with 22 percent (SE = 1.42) of children classified at entry with a 

diagnosed condition (p < .001). 

At kindergarten, for 16 of the 21 measures of cognitive skills examined, children eligible for 

EI because of a risk condition had significantly better cognitive outcomes, specifically literacy 

and math skills, than children with diagnosed conditions, and on 19 of the 21 measures, children 

with developmental delays had better outcomes than children with a diagnosed condition (see 

exhibit 2.16 for comparison of the outcome domains by reason for eligibility for early 

intervention; p < .05 for all significant comparisons cited). At kindergarten, parents reported that 

76 percent (SE = 3.32) of children eligible for EI because of a risk condition could recognize 

most or all letters of the alphabet, compared with 62 percent (S.E = 3.49) of children eligible for 

EI because of a diagnosed condition (p = .003). At kindergarten, teachers reported that 

66 percent (S.E = 3.79) of children with an at-risk condition had thinking and reasoning that was 

at age-expected levels, compared with 54 percent (SE = 1.66) of children with developmental 

delays (p = .003) and 38 percent (SE = 3.25) of children with a diagnosed condition (p < .001). 

Comparison of Kindergarten Outcomes for Children With IEPs and Without IEPs 

Exhibits 2.17 and 2.18 display parents’ and teachers’ reports of cognitive outcomes for 

former EI participants and the general population of 5-year-olds, by IEP status. 

At kindergarten, parents’ and teachers’ reports indicate that children without IEPs 

performed significantly better than those with IEPs on all measures of cognitive 

development. On all nine literacy indicators, higher percentages of children without IEPs than 

those with IEPs performed at age-expected levels. On eight of the nine literacy indicators, there 

were no statistically significant differences between former early intervention participants who 

did not have an IEP in kindergarten and the performance of young children in the general 

population. On all seven mathematics indicators, higher percentages of children without IEPs 

than those with IEPs, performed at age-expected levels, and on all indicators, there were no 

statistically significant differences between former EI participants who did not have an IEP in 

kindergarten and the performance of young children in the general population (see appendix 

exhibit A2.18 for comparison of the early literacy and mathematics indicators by IEP status). 

For example, kindergarten teachers reported that 37 percent (SE = 1.59) and 78 percent 

(SE = 2.46) of former EI participants with and without IEPs, respectively, performed academic 

skills as expected for their age (p < .001), and 32 percent (SE = 2.43) of former EI participants 

with IEPs were reported by their teachers to think and reason as expected for their age, compared 

with 81 percent (SE = 2.49) of former EI participants without IEPs (p < .001). Parents reported 

that 60 percent (SE = 1.79) of former EI participants with IEPs at kindergarten could recognize 

most or all letters of the alphabet, compared with 83 percent (SE = 1.61) of former EI 

participants without IEPs (p < .001) and 75 percent (SE = 2.47) of children in the general 

population (p < .001). Parents also reported that 58 percent (SE = 2.84) of former EI participants 

with IEPs at kindergarten could count to 20 or higher, compared with 88 percent of children 

without IEPs (SE = 1.68) (p < .001) and 82 percent (SE = 2.20) of children in the general 

2-27 
Exhibit 2.17. National percentage of former EI participants and of the general population for whom 

kindergarten teachers and parents reported cognitive outcomes, by IEP status for former 

EI participants 

TEACHER’S REPORTS 

Child performs academic
 

skills as expected for age
 

Child thinks and reasons as
 

expected for age
 

PARENT’S REPORTS 

Child can recognize most or all
 

of the letters of the alphabet
 

Child can count to 20 or higher 

0 20 40 60 80 100 

Percent 

88 

83 

81 

78 

60 

32 

37 

58 

82 

75 

IEP 

No IEP 

General population 

Exhibit reads: Nationwide, 37 percent of former EI participants who had an IEP in kindergarten were reported by 

their kindergarten teachers to be able to perform academic skills in age-expected ways. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the National 

Household Education Survey (NHES) public use dataset, 1999 parent interview, available at 

http://nces.ed.gov/nhes/dataproducts.asp. 

population (p < .001). In terms of cognitive milestones at kindergarten, 7 percent (SE = 1.28) of 

EI participants with IEPs were reported by parents to have mastered all age-expected cognitive 

milestones, whereas 22 percent (SE = 1.45) of EI participants without IEPs were reported to have 

done so (p < .001) (see appendix exhibit A2.28). 

Teachers’ reports of seven mathematics and nine early literacy skills at kindergarten 

indicated that larger percentages of former EI participants without IEPs than of those with 

IEPs performed at age-expected levels and at levels comparable to the general population 

(see exhibit 2.18). In mathematics, 16 percent (SE = 1.47) of former EI participants with IEPs 

were reported to use a variety of strategies to solve mathematics problems, compared with 

49 percent (SE = 2.25) of children without IEPs (p < .001) and 46 percent (SE = 0.89) of 

children in the general population (p < .001). Twenty percent (SE = 1.47) of former EI 

participants with IEPs were reported to solve number problems using concrete objects, compared 

with 53 percent (SE = 3.3) of children without IEPs (p < .001) and 53 percent (SE = 0.88) of 

children in the general population (p < .001); and 26 percent (SE = 2.01) of children with IEPs 

were reported to understand relationships between quantities, compared with 64 percent 

2-28 
(SE = 2.45) of children without IEPs (p < .001) and 59 percent (SE = 0.97) of children in the 

general population (p < .001). 

In early literacy, 11 percent (SE = 1.28) of former EI participants with IEPs were reported 

to be able to compose simple stories, according to their kindergarten teachers, compared with 

31 percent (SE = 1.58) of children without IEPs (p < .001) and 32 percent (SE = 0.81) of 

children in the general population (p < .001). Additionally, 22 percent (SE = 2.84) of children 

with IEPs were said to be able to read simple books independently, compared with 47 percent 

(SE = 2.22) of children with no IEPs (p < .001) and 43 percent (SE = 0.87) of children in the 

general population (p < .001). Twenty-nine percent (SE = 2.53) of former EI participants with 

IEPs could produce rhyming words, compared with 65 percent (SE = 1.81) of children without 

IEPs (p < .001) and 63 percent (SE = 0.92) of the general population (p < .001). 

Exhibit 2.18. National percentage of former EI participants and of the general population for whom 

kindergarten teachers reported mathematics and early literacy outcomes, by IEP status 

for former EI participants 

MATHEMATICS 

Child uses a variety of strategies
 

to solve math problems
 

Child solves number problems
 

using concrete objects
 

Child understands relationships
 

between quantities
 

EARLY LITERACY 

Child composes simple stories 

Child reads simple books
 

independently
 

Child produces rhyming words 

0 20 40 60 80 100 

Percent 

47 

31 

11 

22 

43 

65 

29 

63 

32 

53 

49 

16 

20 

53 

64 

26 

59 

46 

IEP 

No IEP 

General population 

Exhibit reads: Nationwide, 16 percent of former EI participants who had an IEP in kindergarten were reported by 

their kindergarten teachers to be able to use a variety of strategies to solve math problems. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the Early 

Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, 

available at http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

2-29 
Social-Emotional Development 

Overall Findings 

At 36 months of age, 28 percent of former EI participants were reported by their parents to 

have mastered all age-expected social-emotional milestones (see appendix exhibit A2.27), 

whereas that accomplishment was reported for 39 percent of former EI participants at 

kindergarten (see appendix exhibit A2.27). Examples of kindergarten milestones in socialemotional development include playing pretend games with others using props, and following 

rules in a board game. 

Kindergarten teachers were asked to report on the frequency with which children displayed 

certain negative behaviors (see exhibit 2.19). Teachers reported that 23 percent of former EI 

participants very often acted impulsively, 13 percent never responded appropriately to teasing, 

10 percent never responded appropriately to pushing or hitting, 7 percent very often argued with 

others, 7 percent were never able to control their temper, 5 percent very often appeared lonely, 

5 percent very often fought with others, and 4 percent never followed directions. 

Exhibit 2.19. National percentage of former EI participants for whom kindergarten teachers reported 

negative behaviors 

Child never follows directions 

Child very often fights with others 

Child very often appears lonely 

Child never controls temper 

Child very often argues with others 

Child never responds appropriately
 

to pushing or hitting
 

Child never responds appropriately
 

to teasing
 

Child very often acts impulsively 

0 10 20 30 40

Percent 

23 

13 

10 

7 

7 

5 

5 

4 

Exhibit reads: Nationwide, 4 percent of former EI participants were reported by their kindergarten teachers never 

to follow directions. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

2-30 
Findings by Eligibility Category 

Social-emotional outcomes for infants and toddlers identified for EI services under 

IDEA varied by eligibility category. At both 36 months and kindergarten, social-emotional 

outcomes were better for children classified as eligible for EI services because of a risk condition 

and those with a developmental delay, compared with those with a diagnosed condition. For 1 of 

the 3 measures of social-emotional skills examined at 36 months, children eligible for EI because 

of a risk condition had statistically better outcomes than children with a diagnosed condition. For 

2 of the 3 measures children with developmental delays had statistically better outcomes than 

children with diagnosed conditions. Children with developmental delays at entry were reported 

at 36 months by parents to have mastered all age-expected social-emotional milestones, 

compared with 20 percent (SE = 2.04) of children with a diagnosed condition at EI entry 

(p < .001). 

This same pattern held in kindergarten. Forty-one percent (SE = 1.44) of those children with 

a developmental delay were reported to have mastered all age-expected social-emotional 

milestones at kindergarten, compared with 27 percent (SE = 1.94) of children with a diagnosed 

condition (p < .001). On 3 of the 5 positive social-emotional (prosocial) kindergarten measures, 

children eligible for EI because of a risk condition had statistically better outcomes than children 

with developmental delays, who had better outcomes than children with diagnosed conditions. 

On 4 out of 11 measures examining negative social behaviors, children eligible for EI because of 

a risk condition had statistically lower negative behavioral outcomes than children with a 

diagnosed condition (see exhibit 2.20 for comparison of the social emotional outcome domain by 

reason for eligibility for early intervention; p < .05 for all significant comparisons cited). For 

example, parents reported 71 percent (SE = 4.51) of children with a risk condition as 

demonstrating social skills typical and appropriate for their age as compared with 59 percent 

(SE = 2.83) of children with developmental delays (p = .033) and 44 percent (SE = 3.76) of 

children with a diagnosed condition (p < .001). Parents also reported 5 percent (SE = 1.81) of 

children with a risk condition as having trouble playing with other children compared with 

14 percent (SE = 1.89) of children with diagnosed condition (p < .001). 

2-31 
Exhibit 2.20. National social-emotional development outcomes of former early intervention participants 

at 36 months and kindergarten, by eligibility category 

Eligibility category Comparisons 

DiagDevelop- nosed 

mental delay condition 

(DD) (DC) 

At risk 

(AR) 

DD vs. 

DC 

DD vs. 

AR 

DC vs. 

AR 

Outcome % (SE) % (SE) % (SE) p value p value p value 

Parent-reported social-emotional outcome: 

36 months 

Often has temper tantrums 27.7 (1.39) 20.7 (2.00) 25.4 (2.45) p < .001 0.413 0.134 

Often physically aggressive with other 

children 9.6 (1.08) 9.0 (1.42) 7.2 (1.90) 0.729 0.277 0.458 

Has a lot of trouble playing with other 

children 10.4 (0.51) 15.0 (1.95) 6.4 (1.64) 0.020 0.020 0.001 

All age-expected social-emotional 

milestones mastered 29.1 (1.79) 20.4 (2.04) 33.0 (4.25) 0.001 0.393 0.007 

Parent-reported social-emotional outcome: 

kindergarten 

Often has temper tantrums 19.8 (1.49) 17.3 (3.01) 16.7 (3.08) 0.462 0.377 0.888 

Often physically aggressive with other 

children 5.9 (0.87) 5.4 (1.33) 7.0 (4.61) 0.777 0.823 0.752 

Has a lot of trouble playing with other 

children 8.1 (1.46) 13.9 (1.89) 4.6 (1.81) 0.014 0.134 p < .001 

All age-expected social-emotional 

milestones mastered 40.6 (1.44) 27.0 (1.94) 46.0 (4.43) p < .001 0.247 p < .001 

Teacher-reported social-emotional outcome 

(negative behaviors): kindergarten 

Very often acts impulsively 22.5 (1.34) 24.0 (2.09) 20.3 (4.25) 0.560 0.617 0.439 

Never responds appropriately to teasing 13.1 (1.43) 16.0 (1.95) 7.6 (2.67) 0.230 0.071 0.011 

Never responds appropriately to pushing or 

hitting 11.7 (1.31) 10.1 (1.47) 5.2 (1.86) 0.406 0.004 0.038 

Very often argues with others 7.0 (1.03) 6.6 (2.01) 5.6 (2.65) 0.841 0.617 0.764 

Never controls temper 6.0 (0.88) 10.0 (2.36) 4.6 (2.60) 0.108 0.610 0.121 

Very often appears lonely 5.1 (0.74) 4.3 (1.82) 4.7 (2.07) 0.671 0.841 0.888 

Very often fights with others 6.2 (1.08) 2.8 (1.61) 3.5 (2.25) 0.077 0.271 0.806 

Never follows directions 3.9 (0.87) 2.8 (0.86) 3.4 (2.59) 0.374 0.841 0.841 

Parent-reported social-emotional outcome 

(social skills): kindergarten 

Child’s behavior is typical and appropriate 

for age 61.5 (3.36) 49.1 (2.24) 73.2 (3.57) 0.002 0.017 p < .001 

Child’s social skills are typical and 

appropriate for age 59.3 (2.83) 43.6 (3.76) 70.7 (4.51) 0.001 0.033 p < .001 

Teacher-reported social-emotional outcome 

(social skills): kindergarten 

Child’s social skills are normal for age 54.3 (1.83) 39.3 (2.34) 71.0 (2.60) p < .001 p < .001 p < .001 

Child has as many friends as other children 

in class 62.4 (1.47) 60.4 (2.55) 72.5 (2.01) 0.480 p < .001 p < .001 

Exhibit reads: Twenty-eight percent of former early intervention participants eligible for EI because of a 

developmental delay were reported by parents to often have temper tantrums at 36 months. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

2-32 
Comparison of Kindergarten Outcomes for Children With IEPs and Without IEPs 

Parents and teachers reported on 14 measures of social-emotional development at 

kindergarten (see exhibits 2.21 and 2.22). 

Parents and teachers reported that across many measures of social-emotional 

development, significantly higher percentages of former EI participants without IEPs than 

former EI participants with IEPs performed at age-expected levels in the social-emotional 

domain. For example, 23 percent (SE = 2.48) of EI participants with IEPs were reported by their 

parents to have mastered all age-expected social-emotional milestones, compared with 

57 percent (SE = 1.25) of EI participants without IEPs (p < .001) (see appendix exhibit A2.28). 

Similarly, 36 percent (SE = 1.85) and 78 percent (SE = 0.99) of former EI participants with and 

without IEPs, respectively, were reported by kindergarten teachers to have social skills that were 

age appropriate (p < .001). Furthermore, 30 percent (SE = 1.38) of former EI participants with 

IEPs were reported by teachers to very often act impulsively, compared with 14 percent 

(SE = 1.36) of EI participants without IEPs (p < .001). 

Exhibit 2.21. National percentage of former EI participants for whom kindergarten teachers and 

parents reported social-emotional outcomes, by IEP status 

TEACHERS’ REPORT 

Child has as many friends as 

other children in class 

Child’s social skills are age appropriate 

PARENTS’ REPORT 

Child’s social skills are age appropriate 

Child’s behavior is age appropriate 

0 20 40 60 80 100 

Percent 

IEP 

No IEP 

79 

79 

78 

76 

46 

40 

36 

54 

Exhibit reads: Nationwide, 54 percent of former EI participants who had an IEP in kindergarten were reported by 

their kindergarten teachers to have as many friends as other children in the class. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

2-33 
Exhibit 2.22. National percentage of former EI participants for whom kindergarten teachers reported 

negative behaviors, by IEP status 

Child never follows directions 

Child very often fights with others 

Child very often appears lonely 

Child never controls temper 

Child very often
 

argues with others
 

Child never responds appropriately
 

to pushing or hitting
 

Child never responds
 

appropriately to teasing
 

Child very often acts impulsively 

0 10 20 30 40

IEP 

No IEP 

14 

8 

4 

7 

3 

4 

4 

2 

18 

15 

7 

6 

5 

5 

10 

30 

Exhibit reads: Nationwide, 5 percent of former EI participants who had an IEP in kindergarten were reported by 

their kindergarten teachers never to follow directions. 

NOTE: Bars with the same value labels may be different sizes due to rounding of numbers. Data are weighted to be nationally 

representative. Cohort began to receive early intervention services between September 1997 and November 1998. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

Percent 

Physical Development and Health 

Overall Findings 

Measures in this developmental area include attainment of age-expected physical milestones, such as catching a ball thrown or walking downstairs alternating feet, as well as overall 

health status and activity level. At 36 months, 28 percent of former EI participants were reported 

by their parents to have mastered all age-expected physical milestones; at kindergarten, 

21 percent were reported to have done so (see appendix exhibit A2.27). 

Significantly lower percentages of former EI participants performed at age-expected 

levels in the physical domain, compared with the general population, across two measures 

of physical development reported by parents and one measure of physical development 

reported by teachers. Higher percentages of former EI participants were reported to be in only 

fair or poor health by their parents, compared with the general population both at 36 months and 

at kindergarten. At 36 months and kindergarten, respectively, 13 percent (SE = 0.67) and 

2-34 
11 percent (SE = 0.92) of children formerly in EI were reported by their parents to have fair or 

poor health, whereas data from the NHIS indicated that for the general population of same-age 

children, parents reported 2 percent (SE = 0.28) at 36 months and 2 percent (SE = 0.31) to be in 

fair or poor health. 

At kindergarten, 11 percent (SE = 0.98) of former EI participants and 3 percent (SE = 0.18) 

of children in the general population (ECLS-K) were rated by their parents as being less active 

than other children their age (p < .001). Similarly, kindergarten teachers reported that 22 percent 

(SE = 0.88) of former EI participants were less active than other children, compared with the 

general population of 5-year-olds, where 3 percent (SE = 0.18) of children were reported by 

parents or teachers to be less active than other children (p < .001) (see appendix exhibit A2.29). 

Findings by Eligibility Classification 

Physical outcomes for infants and toddlers identified for EI services under IDEA 

varied by eligibility category. At 36 months of age, significantly higher percentages of children 

who were eligible for EI because of either a risk condition or a developmental delay had 

mastered age-appropriate physical developmental milestones, compared with children with a 

diagnosed condition (see exhibit 2.23 for comparison of the outcome domains by reason for 

eligibility for early intervention; p < .05 for all significant comparisons cited). Thirtyfour percent (SE = 3.78) of children with a risk condition at entry into EI and 31 percent 

(SE = 7.01) of those with a developmental delay were reported by parents to have mastered all 

age-expected physical milestones at 36 months, compared with 15 percent (SE = 1.57) of those 

with a diagnosed condition (p < .001 for both comparisons). 

At kindergarten, 28 percent (SE = 4.55) of children with an at-risk classification at entry 

into EI and 24 percent (SE = 2.89) of those with developmental delays were reported to have 

mastered all their kindergarten milestones, compared with 10 percent (SE = 1.95) of children 

with a diagnosed condition (p < .001 for both comparisons). 

2-35 
Exhibit 2.23. National physical development outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category 

Eligibility category Comparisons 

DiagDevelop- nosed 

mental delay condition 

(DD) (DC) 

At risk 

(AR) 

DD vs. 

DC 

DD vs. 

AR 

DC vs. 

AR 

Outcome % (SE) % (SE) % (SE) p value p value p value 

Parent-reported physical development outcome 

(health): 36 months 

Child has poor health 2.3 (0.51) 3.9 (1.40) 2.3 (0.87) 0.265 0.920 0.337 

Parent-reported physical development outcome 

(health): kindergarten 

Child has fair or poor health 10.6 (1.19) 15.6 (2.36) 8.8 (2.16) 0.058 0.467 0.034 

Parent-reported physical development outcome 

(activity level): kindergarten 

Less active 7.9 (1.61) 21.6 (1.39) 7.3 (1.59) p < .001 0.791 p < .001 

About as active 48.8 (2.28) 43.9 (2.31) 55.6 (2.43) 0.131 0.041 p < .001 

More active 43.3 (1.27) 34.5 (1.96) 37.2 (3.16) p < .001 0.073 0.467 

Teacher-reported physical development 

outcome (activity level): kindergarten 

Less active 20.5 (1.56) 32.3 (2.01) 17.2 (4.27) p < .001 0.467 p < .001 

About as active 53.1 (1.68) 44.3 (4.77) 60.1 (4.67) 0.082 0.158 0.018 

More active 26.4 (1.26) 23.3 (4.34) 22.6 (3.85) 0.493 0.348 0.920 

Parent-reported physical development outcome 

(milestone achievement): 36 months 

All age-expected physical milestones 

mastered 30.8 (7.01) 15.3 (1.57) 33.5 (3.78) p < .001 0.522 p < .001 

Parent-reported physical development outcome 

(milestone achievement): kindergarten 

All age-expected physical milestones 

mastered 24.3 (2.89) 9.6 (1.95) 27.5 (4.55) p < .001 0.554 p < .001 

Exhibit reads: Two percent of former early intervention participants eligible for EI because of a developmental 

delay were reported by parents to have poor health at 36 months. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between
 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study
 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

Comparison of Kindergarten Outcomes for Children With IEPs and Without IEPs 

Significantly lower percentages of former EI participants with IEPs in kindergarten 

performed at age-expected levels in the physical domain, compared with children without 

IEPs and in the general population, across two measures of physical development reported 

by parents and two measures of physical development reported by teachers. At 

kindergarten, 10 percent (SE = 1.86) of EI participants with IEPs were reported by their parents 

to have mastered all age-expected physical milestones, compared with 35 percent (SE = 2.79) of 

EI participants without IEPs (p < .001) (see appendix exhibit A2.28). Thirty-one percent of 

former EI participants with IEPs (SE = 1.91), compared with 11 percent (SE = 1.38) of those 

without IEPs, were reported by their teachers as being less active than other children their age 

(p < .001) (see exhibit 2.24). Similar differences were noted when children with IEPs were 

compared with the general population of 5-year-olds (ECLS-K) at kindergarten; 31 percent of 

2-36 
former EI participants with IEPs (SE = 1.86) were reported by their teachers as being less active 

than other children their age, compared with 3 percent (SE = 0.18) of children in the general 

population of 5-year-olds (p < .001). Parents reported that 17 percent (SE = 1.76) of former EI 

participants with IEPs were less active than other children, whereas 4 percent of children without 

IEPs (SE = 0.56) and 3 percent (SE = 0.18) of the general population of 5-year-olds were 

reported by parents to be less active (p < .001 for both comparisons). 

Exhibit 2.24. National percentage of former EI participants and of the general population reported to 

have activity levels at kindergarten, by IEP status for former EI participants 

TEACHER’S REPORT 

IEP 

No IEP 

PARENT’S REPORT 

IEP 

No IEP 

General population 

0 20 40 60 80 100 

Percent 

4 

17 

3 

11 

31 41 28 

66 23 

43 40 

54 42 

48 49 

Less active 

About as active 

More active 

Exhibit reads: Nationwide, 31 percent of former EI participants who had an IEP in kindergarten were reported by 

their kindergarten teachers to be less active than other children. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the Early 

Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, 

available from http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

Parents reported on the health status of former EI participants in kindergarten (see 

exhibit 2.25). Sixteen percent (SE = 1.26) of children with IEPs were reported to be in fair or 

poor health, compared with 6 percent (SE = 0.75) of former EI participants without IEPs 

(p < .001) and 2 percent (SE = 0.03) of the general population of 5-year-olds (NHIS) (p < .001). 

2-37 
Exhibit 2.25. National percentage of former EI participants and of the general population reported by 

parents to have “fair” or “poor” health at kindergarten, by IEP status for former EI 

participants 

0 5 10 15 20 

Percent 

No IEP 

General population 

IEP 

1 

4 

<1 

12 

5 

2 

Poor 

Fair 

Exhibit reads: Nationwide, 4 percent of former EI participants who had an IEP were reported by parents to be in 

poor health at kindergarten. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between 

September 1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the National 

Health Interview Survey public use dataset, 1999 Person Section, available from 

http://www.cdc.gov/nchs/about/major/nhis/quest_data_related_1997_forward.htm. 

Adaptive Development 

Overall Findings 

Adaptive development refers to a child’s ability to take care of his or her own needs, 

including skills such as dressing and toileting. Measures of adaptive development included in 

NEILS come from a set of adaptive milestones. At 36 months of age, 9 percent of former EI 

participants were reported by their parents to have mastered all of those age-expected adaptive 

milestones, whereas 15 percent were reported to have done so at kindergarten (see appendix 

exhibit A2.27). 

Findings by Eligibility Classification 

Adaptive outcomes for infants and toddlers identified for EI services under IDEA 

varied by eligibility category. More children with a risk condition and developmental delays 

had mastered adaptive milestones, compared with children with a diagnosed condition at 36 

months (see exhibit 2.26 for comparison of the adaptive outcome domain by reason for eligibility 

for early intervention; p < .05 for all significant comparisons cited). For example, 13 percent 

(SE = 2.72) of children with a risk condition had mastered all age-expected adaptive milestones 

at 36 months, compared with 4 percent (SE = 0.85) of children with a diagnosed condition 

(p = .002). At kindergarten, 16 percent (SE = 1.03) of children with a developmental delay were 

reported to have mastered all age- expected milestones, compared with 8 percent (SE = 2.16) of 

children with a diagnosed condition (p = .001). 

2-38 
Exhibit 2.26. National adaptive development outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category 

Eligibility category Comparisons 

DiagDevelop- nosed 

mental delay condition At risk DD vs. DD vs. DC vs. 

(DD) (DC) (AR) DC AR AR 

Outcome % (SE) % (SE) % (SE) p value p value p value 

Parent-reported adaptive outcome (milestone 

achievement): 36 months 

All age-expected adaptive milestones 

mastered 9.0 (0.95) 4.4 (0.85) 13.1 (2.72) p <. 001 0.147 0.002 

Parent-reported adaptive outcome (milestone 

achievement): kindergarten 

All age-expected adaptive milestones 

mastered 16.2 (1.03) 8.5 (2.16) 17.6 (3.80) 0.001 0.718 0.036 

Exhibit reads: Nine percent of former early intervention participants who were eligible for EI because of a 

developmental delay were reported by parents to have mastered all age-expected adaptive milestones at 36 

months. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between
 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study
 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

Comparison of Kindergarten Outcomes for Children With IEPs and Without IEPs 

At kindergarten, 7 percent (SE = 1.33) and 23 percent (SE = 1.93) of EI participants with 

and without IEPs, respectively, were reported by parents to have mastered all age-expected 

adaptive milestones (p < .001) (see appendix exhibit A2.28). 

2-39 
Key Findings Related to Preschool-Age Children Identified 

for Services Under IDEA 

Who are the preschool-age children identified for special education 

services under IDEA and how has this changed over time?

In 2006, a total of 706,242 children ages 3 through 5 were identified for special education 

services under IDEA by states. Of the total population of preschool-age children, the percentage 

of 3- through 5-year-olds identified for special education services increased every year from 

1997 when 4.70 percent were identified to 5.82 percent in 2006. Of preschool age children 

identified for services under IDEA, more boys than girls were identified (69.29 percent and 

30.71 percent, respectively). 

A larger proportion of preschool-age American Indian children were identified for services 

in 2006 (8.14 percent) than children in the other racial/ethnic categories; the smallest proportion 

were identified among Asian/Pacific Islander children (3.59 percent). The percentages for White, 

Black, and Hispanic preschool-age children were 6.45 percent, 5.93 percent, and 4.52 percent. 

The relative position for each of racial/ethnic category remained the same from 1998 to 2006. 

In 2006, the largest percentage of preschool-age children identified was for children 

classified under the speech and language impairment and developmental delay categories of 

IDEA (2.73 percent and 2.06 percent, respectively). Between 2004 and 2006, the three largest 

relative percentage changes of preschool-age children identified for services under IDEA by their 

disability category were for children classified with autism (34.87 percent), other health 

impairments (24.64 percent), and deaf-blindness (-19.05 percent). 

State identification of 3- through 5-year-olds for preschool services under IDEA showed 

variation. Percentages ranged from 3.32 percent to 13.66 percent of children in this age group 

across states, compared to the national average of 5.82 percent in 2006. Forty-nine states had 

higher identification percentages in 2006 than in 1997. 

What are the literacy, math, and social outcomes of preschool age children 

identified for services under IDEA compared to their peers? 

From the Pre-Elementary Education Longitudinal Study (PEELS), preschool age children 

identified for services under IDEA did not differ from the general population of same-age 

children on a measure of letter and word identification skills. However, they had a significantly 

lower mean score on a measure of vocabulary (a mean standard score of 90.1, SE = 0.59, 

compared with the mean of 100.0 for the general population); the significant difference was 

apparent for all three age cohorts (3-, 4-, and 5-year-olds, p < .001). This pattern also was 

observed on a measure of applied mathematics on which preschool age children identified for 

services under IDEA had a mean standard score of 90.3 (SE = 0.78), significantly lower than the 

mean for the general population (100.0), a difference apparent for all age cohorts (p < .001). 

A teacher rating of social skills also showed lower functioning for preschool-age children 

identified for IDEA services than for the general population of 3- through 5-year-olds (92.8, 

SE = 0.88 vs. 100.0). Three-year-olds identified for IDEA services had a mean standard score of 

85.2 (SE = 1.08), significantly lower than the score for both the general population and 5-yearold identified children (p < .001) whose mean score was 96.5 (SE = 1.37) which was not 

significantly different from the general population). 

3-1
 
3. Preschool-Age Children Identified for Services Under IDEA 

This chapter presents a summary of information on children ages 3 through 5 identified for 

special education services under IDEA. The chapter consists of four sections: (1) the legislative 

background for examining the status of preschool-age children identified for services under 

IDEA, (2) the identification of preschool-age children for services under IDEA, (3) their rates of 

losing eligibility of services under IDEA through “declassification,” and (4) their academic and 

social outcomes. This study is not designed to assess how outcomes presented in this report are 

affected by identification or declassification practices, nor is it designed to measure impacts of 

IDEA services on child outcomes. 

Legislative Background 

Amendments in 1986 (P.L. 99-457) made the provision of a free appropriate public 

education to children ages 3 through 5 a requirement for receiving federal funding to support 

special education services. Under IDEA, states are provided Part B Section 619 grant-funding to 

support the delivery of special education services to children ages 3 through 5 who are eligible 

for services. These funds are distributed to local education agencies, which are responsible for 

providing services to preschool-age children. The Part B provisions, such as an Individualized 

Education Program (IEP), due process, confidentiality, and a right to services in the least 

restrictive environment, apply to preschool-age children in the same way they apply to schoolage children. The same eligibility categories used to identify school-age children as eligible for 

services are used to identify children ages 3 through 5. In 1991, the law was amended (P.L. 102-

119) to allow states the option to use an additional disability category, “developmental delay,” as 

one of the recognized disability categories for children ages 3 through 9. 

The most recent reauthorization of IDEA in 2004 (P.L. 108-446) brought an extension of 

Part C services to preschool-age children. Under Sections 632(5)(b) and 635(c), IDEA allows 

flexibility for the statewide system to include a state policy under which parents of preschool-age 

children with disabilities who are eligible for services under Section 619, and previously 

received services under Part C, may choose the continuation of early intervention services for 

children identified for services under Part C until the child enters or is eligible under state law to 

enter kindergarten. 

Although IDEA 2004 continues to ensure that all children with disabilities receive a free 

appropriate public education, amendments affected state and local policies by stipulating that 

children with disabilities make progress in the general education curriculum and improve their 

academic and developmental outcomes. For children receiving early intervention and preschool 

services under IDEA, greater emphasis is on targeting developmental and academic outcomes, 

including preliteracy and language skills, as specified in the Individualized Family Service Plan 

(IFSP) or the Individualized Education Program (IEP). 

Identification of Preschool-Age Children for Services Under IDEA 

The identification section of this chapter presents the following types of information: 

 The number and percentage of preschool-age children identified for services under 

IDEA nationally, by age and by disability category. 

 The composition of preschool-age children by gender. 

3-2
 
 

 The percentage of preschool-age children identified for services nationally and by age, 

race/ethnicity, and state. The percentages are also examined across time. 

Currently, states report to OSEP the number of children with disabilities receiving Part B 

special education and related services as a part of their annual Section 618 report. State-reported 

data were obtained from OSEP’s Data Analysis System (DANS) for 1997 to 2006. As of 

December 1 of each year, each state reports to OSEP the number of children, ages birth to 21, in 

the state who were identified for early intervention or special education services under IDEA. 

The number identified includes both children newly identified in the year represented by the 

count and children identified in earlier years who continue to receive services under IDEA. To 

report on the identification of preschool-age children for services under IDEA, both the number 

and the percentages of the children are reported below. A proxy for the total population count for 

each age was created using birth data from the National Vital Statistics System (NVSS). 

Identification percentages1 were computed for each year using the number of children ages 3 

through 5 served under Part B (DANS) as a percentage of the total population of 3- through 5-

year-olds (NVSS). These data are the basis for findings reported in this section of the chapter. 

Number and Percentage of Children Identified for Services Under IDEA, 

by Age (1997 to 2006) 

In 2005, 698,928 children ages 3 through 5 were identified for services out of the total of 

7,013,238 children ages birth through 21 years reported by states to be identified for services 

under IDEA (see exhibit 3.1). More 5-year-olds (300,082 children) than 4-year-olds (245,526 

children) were identified, and more 4-year-olds than 3-year-olds (153,320 children) were 

identified. 

1 See chapter 1 and appendix B for a definition of “percentage” and details regarding its calculation. 

3-3
 
Exhibit 3.1. National number of preschool-age children identified for services under IDEA, 

by age (2005) 

Number 

600,000 

500,000 

400,000 

300,000 

200,000 

100,000 

0 

N = 7,013,238 

Preschool-age N = 698,928 

Age 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 

158,404 245,526 361,567 454,033 504,071 514,497 521,723 484,682 209,608 28,617 

of children 

2005 Total number 41,865 

94,445 153,320 300,082 411,694 488,367 509,464 519,873 519,973 417,768 60,306 13,353 

Exhibit reads: Nationwide, 153,320 3-year-olds were identified for services under Part B of IDEA in 2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a 

single time point between October 1, 2005, and December 1, 2005. These annual counts include both children newly identified in 

the year represented by the count and children identified in earlier years who continue to receive services under IDEA. Data 

represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. The ages 

of children eligible to receive preschool services under IDEA are 3 through 5 years. The shaded area represents the data for 

these children. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp. 

3-4
 
Exhibit 3.2. National number and percentage of preschool-age children identified for services 

under IDEA, by age (1997–2006) 

Preschool-age children identified for services 

Number Percentage of all preschool-age children 

Year 

Ages 3 

through 5 Age 3 

Ages 3 

Age 4 Age 5 through 5 Age 3 Age 4 Age 5 

1997 564,546 113,998 195,595 254,953 4.70 2.88 4.896.27

1998 567,636 116,696 197,565 253,375 4.79 2.99 5.006.33

1999 582,383 120,894 202,740 258,749 4.96 3.11 5.206.55

2000 592,415 130,374 212,812 249,229 5.08 3.36 5.476.39

2001 611,919 134,621 230,277 247,021 5.22 3.42 5.936.35

2002 639,264 139,299 243,593 256,372 5.43 3.52 6.186.61

2003 671,630 148,592 233,701 289,337 5.62 3.66 5.907.34

2004 692,978 155,860 243,283 293,835 5.75 3.87 5.997.42

2005 698,928 153,320 245,526 300,082 5.77 3.81 6.107.39

2006 706,242 163,926 244,041 298,275 5.82 4.01 6.077.41

Exhibit reads: Nationwide, 564,546 children ages 3 through 5 were identified for services under IDEA in 

1997. These represented 4.70 percent of all 3- through 5-year-olds. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under
 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both 

children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau 

of Indian Education (BIE) schools. The total number of children is a population proxy constructed with National Vital 

Statistics System birth data, including births on Indian reservations. The percentage of children who were identified 

was calculated by dividing the number of children identified for services under IDEA (DANS) in a given age group by
 

the total number of children in the same age group as indicated by the NVSS-constructed population proxy.
 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 

Part B, Child Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S.
 

Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health 

Statistics, National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx.
 

In 2006, the percentage of preschool-age children identified for services under IDEA 

differed for children of each single year of age (see exhibit 3.2). Five-year-olds had the 

highest percentage (7.41 percent), followed by 4-year-olds (6.07 percent) and 3-year-olds 

(4.01 percent). 

The percentage identified for services increased every year from 1997 to 2006 for all 

preschool-age children. Overall, the percentage of 3- through 5-year-olds identified for services 

under IDEA increased every year from 1997, when 4.70 percent were identified, to 2006, when 

5.82 percent were identified (see exhibits 3.2 and 3.3). Between 1997 and 2006, this was an 

increase of 1.12 percentage points. For 5-year-old children, the percentage increased from 

6.27 percent to 7.41 percent (1.14 percentage increase); for 4-year-olds, the increase was from 

4.89 percent to 6.07 percent (1.18 percentage increase); and for 3-year-olds, the increase was 

from 2.88 percent to 4.01 percent (1.13 percentage increase). From 1997 to 2006, 5-year-olds 

had the highest identification percentage and 3-year-olds had the lowest. 

3-5
 
Exhibit 3.3. Trends in national percentage of preschool-age children identified for services under 

IDEA, by age (1997–2006) 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 

Year 

Age 3 

Age 5 

Age 3-5 

Percent 

Age 4 

Exhibit reads: Nationwide, the percentage of 3-year-olds identified for services under IDEA increased from 

2.88 percent in 1997 to 4.01 percent in 2006. 

NOTE: The percentage of children who were identified was calculated by dividing the number of children identified for services 

under IDEA (DANS) in a given age group by the total number of children in the same age group as indicated by the NVSSconstructed population proxy. The numbers of children identified in the exhibit are aggregated counts of children identified for 

services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both 

children newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The total number of children is a population proxy constructed with National Vital Statistics System 

(NVSS) birth data, including births on Indian reservations. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System, 1990–2005, retrieved January 11, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

3-6
 
 

 

 

 

 

 

 

Number of Children Ages 3 Through 5 Identified, by Gender (2006) 

Data on the gender of preschool-age children identified for services under IDEA were 

collected for the first time in 2006. These data indicate that 479,777 of the children were male 

(69.29 percent) and 212,675 were female (30.71 percent). 

Percentage of Children Ages 3 Through 5 Identified, by Race/Ethnicity 

(1997 to 2006) 

Exhibit 3.4 displays the number and percentage of preschool-age children ages 3 through 5 

in each racial/ethnic category identified for services under IDEA from 1998 through 2006, and 

exhibit 3.5 graphs these percentages. 

In 2006, the percentage of 3- through 5-year-olds identified for services under IDEA 

differed by racial/ethnic category (see exhibit 3.5). Percentages ranged from 3.59 percent 

(Asian preschool-age children) to 8.14 percent (American Indian preschool-age children). 

Exhibit 3.4. National number and percentage of 3- through 5-year-olds identified for services under 

IDEA, by race/ethnicity (1998–2006) 

Preschool-age children identified for services 

Number Percentage of all preschool-age children 

American American 

Year White Black Hispanic Asian Indian White Black Hispanic Asian Indian 

1998 359,145 82,530 62,846 10,453 6,810 4.86 4.43 3.10 2.28 6.31 

1999 373,545 87,496 69,655 11,307 6,730 5.12 4.86 3.35 2.39 6.31 

2000 400,652 93,276 78,071 13,202 7,201 5.57 5.30 3.67 2.72 6.72 

2001 410,347 95,053 84,906 13,898 7,714 5.73 5.39 3.90 2.79 7.02 

2002 426,342 97,888 91,620 15,018 8,327 5.97 5.52 4.09 2.93 7.44 

2003 445,312 100,899 99,552 17,003 8,864 6.22 5.62 4.25 3.14 7.75 

2004 454,638 103,332 107,080 19,014 9,181 6.39 5.77 4.36 3.34 7.95 

2005 453,536 102,310 112,883 20,791 9,418 6.44 5.75 4.40 3.47 8.05 

2006 450,869 103,948 120,080 22,166 9,572 6.45 5.93 4.52 3.59 8.14 

Exhibit reads: Nationwide, 359,145 White 3- through 5-year-olds were identified for services under IDEA in 1998. 

These represented 4.86 percent of all White 3- through 5-year-olds. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and 

American Indian includes Alaska Native. The numbers of children identified in the exhibit are aggregated counts of children 

identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The total number of children is a population proxy constructed with National Vital Statistics System 

(NVSS) birth data, including births on Indian reservations. The percentages of children identified were calculated by dividing the 

number of 3- through 5-year-olds in a given racial/ethnic category who were identified for services under IDEA by the total number 

of 3- through-5-year-olds in the same racial/ethnic category as indicated by the NVSS -constructed population proxy. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-

2005, retrieved on December 7, 2007, http://www.ideadata.org. U.S. Department of Health and Human Services, Centers for 

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS), 1997 to 2006, 

retrieved January 9, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. U.S. Department of Health and 

Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System (NVSS), (2007, December), Births: Preliminary Data for 2006 (2007, December), 46(7), p. 12. 

3-7
 
Exhibit 3.5. Trends in national percentage of 3- through 5-year-olds identified for services under 

IDEA, by race/ethnicity (1998–2006) 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1998 1999 2000 2001 2002 2003 2004 2005 2006 

Year 

White 

Black 

Hispanic 

Asian 

American Indian 

Percent 

Exhibit reads: Nationwide, the percentage of American Indian 3- through 5-year-olds identified for services under 

IDEA increased from 6.31 percent in 1998 to 8.14 percent in 2006. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, 

and American Indian includes Alaska Native. The numbers of children identified in the exhibit are aggregated counts of children 

identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue 

to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of 

Indian Education (BIE) schools. The total number of children is a population proxy constructed with National Vital Statistics 

System (NVSS) birth data, including births on Indian reservations. The percentages of children identified were calculated by 

dividing the number of 3- through 5-year-olds in a given racial/ethnic category who were identified for services under IDEA by 

the total number of 3- through-5-year-olds in the same racial/ethnic category as indicated by the NVSS-constructed population 

proxy. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-

2005, retrieved on December 7, 2007, http://www.ideadata.org. U.S. Department of Health and Human Services, Centers for 

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS), 1997 to 2006, 

retrieved January 9, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System (NVSS), (2007, December), Births: Preliminary Data for 2006 (2007, December), 46(7), p. 12. 

The percentage of preschool-age children identified for services under IDEA increased 

for each racial/ethnic category from 1998 to 2006 (see exhibits 3.4 and 3.5). The increases 

ranged from 1.31 percentage points for Asian preschool-age children to 1.83 percentage points 

for American Indian preschool-age children. The percentage of Asian, Hispanic, and White 3- 

through 5-year-olds identified for special education services nationally increased every year from 

3-8 
 

 

 

1998 to 2006 (1.31, 1.42, and 1.59 percentage increases, respectively). For American Indian 

children, the percentage identified increased every year after 1999. The percentage of Black 

children identified increased until 2004, declined between 2004 and 2005, and then increased 

thereafter, reaching 5.93 percent in 2006. 

Between 1998 and 2006, the relative position of preschool-age children by racial/ethnic 

category remained the same for those identified for services under IDEA. For each year 

from 1998 to 2006, American Indian preschool-age children had the highest identification 

percentages (ranging from 6.31 in 1998 to 8.14 in 2006) followed by White (4.86 to 6.45), Black 

(4.43 to 5.93), Hispanic (3.10 to 4.52), and Asian preschool-age children (2.28 to 3.59). 

Percentage and Percentage Change of Children Ages 3 Through 5 Identified, 

by Disability Category (2004 and 2006) 

Exhibit 3.6 presents the percentage of preschool-age children identified for services with 

each IDEA disability category in 2004 and 2006. Exhibit 3.6 also presents the percentage 

changes from 2004 to 2006 for each disability category relative to the identification percentage 

in 2004. The relative percentage change was calculated for each disability category by 

subtracting the 2004 identification percentage from the 2006 percentage and dividing the 

difference by the 2004 percentage (multiplying the result by 100). (See appendix exhibit A3.6 for 

the number and percentage of preschool-age children by disability category.) 

In 2006, the percentage of 3- through 5-year-olds identified for services under IDEA 

varied by disability category.2 The largest percentages were for preschool-age children 

identified under the speech or language impairments and developmental delay categories of 

IDEA (2.73 percent and 2.06 percent, respectively). 

Between 2004 and 2006, the relative percentage of 3- through 5-year-olds increased for 

all but four of the disability categories. Changes from 2004 to 2006 in the identification 

percentages for each disability category were examined relative to the identification percentage 

in 2004. The largest percentage increase, relative to the percentage of children identified under 

each disability category in 2004, was 34.87 percent for children classified under the autism 

category, followed by 24.64 percent for children classified with other health impairments. The 

relative increases for the remaining categories were as follows: multiple disabilities 

(12.59 percent), emotional disturbance (9.75 percent), specific learning disabilities 

(8.98 percent), visual impairments (6.64 percent), hearing impairments (4.69 percent), mental 

retardation (2.90 percent), and speech and language impairments (0.83 percent). 

The relative decreases were -19.05 percent for children classified with deaf-blindness, 

followed by children classified with orthopedic impairments (–5.24 percent), developmental 

delay (–3.98 percent), and traumatic brain injury (–2.30 percent). (See appendix exhibit A3.6 for 

the number and percentage of preschool children by disability category.) 

2 The 13 disability categories under which 3- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), and 

deaf-blindness (DB), and developmental delay (DD). States or local education agencies may elect to identify 

children ages 3 through 9 under the developmental delay category. 

3-9
 
Exhibit 3.6. National percentage of preschool-age children identified for services under IDEA, by disability category (200

0.19

0.08 0.01

0.29

0.13 0.07 0.03 0.05 0.07 0.19 0.01 0.21 0.07 0.10 0.05 0.06 0.03 # 0.07 #

0.01.0

2.03.0

VI 

0.0 1.0 

2.0 3.0 

4.0 

SLD SP MR ED HI OI OHI AUT TBI MD DB 

Percent 

Percentage 

2004 0.1103 2.7117 0.1865 0.0482 0.0639 0.0271 0.0706 0.1043 0.2131 0.0087 0.0683 0.0022006 

Change 

0.1202 2.7341 0.1919 0.0529 0.0669 0.0289 0.0669 0.1300 0.2874 0.0085 0.0769 0.001

8.98 0.83 2.90 9.75 4.69 6.64 -5.24 24.64 34.87 -2.30 12.59 -19.0

Disability category 

Exhibit reads: Nationwide, in 2004, 0.11 percent of all 3- through 5-year-olds were identified for services under the specific learning dis# Rounds to zero. NOTE: Disability categories are: specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), emotional disturbanimpairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multi

blindness (DB), developmental delay (DD). States or local education agencies may elect to identify children ages 3 through 9 under the developmental d

states reported counts under this category, and in 2006, 48 states reported counts under this category. The numbers of children identified in this exhibit children identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both ch

year represented by the count and children identified in earlier years who continue to receive services under IDEA. Data represent the counts for the 50 

Columbia, including Bureau of Indian Education (BIE) schools. The total number of children is a population proxy constructed with National Vital Statistic

data, including births on Indian reservations. The percentage of children who were identified under a given IDEA disability category was calculated by d

through 5-year-olds identified for services under that category (DANS) in a given year by the total number of 3-thro ugh 5-year-olds in that same year as 

constructed population proxy. Relative percentage change from 2004 to 2006 for each disability category was calculated by subtracting the 2004 identif

2006 percentage and dividing the difference by the 2004 percentage (multiplying the result by 100). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), retrieved December 7, 2007, from https://www.ideadata.org/tables28th%5Car_1-2.xls and https://www.ideadata.org/tables30th%5Car_1-2.xls; U.S. Department of Health and Human Serv

Control and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS), 1997–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

3-10 
Percentage of Children Ages 3 Through 5 Identified for Services Under IDEA, 

by State (1997 to 2006) 

The state-level percentages of preschool-age children identified for services under IDEA are 

reported for three time frames: 1997, the average between 1998 and 2005, and 2006. Exhibit 3.7 

displays the national and state percentages for preschool-age children ages 3 through 5 for these 

time frames, ordered by their values in 2006. 

In 2006, states varied in the percentage of 3 through 5 year olds identified for services 

under IDEA. The national percentage of preschool-age children identified in 2006 was 

5.82 percent. This is more than the average percentage of preschool-age children identified 

between 1998 and 2005 (5.33 percent) and in 1997 (4.70 percent). Across states in 2006, the 

percentage identified ranged from 3.32 percent in the District of Columbia to 13.66 percent in 

Wyoming. Of the 50 states and the District of Columbia, 49 states had higher identification 

percentages in 2006 than in 1997 (the exceptions are Idaho and Texas). (See appendix 

exhibit A3.7a for state percentages for each time frame and appendix exhibit A3.7b for the state 

percentages for each year, 1997 through 2006.) 

3-11 
Exhibit 3.7. Percentage of 3- through 5-year-olds identified for services under IDEA, national average 

for 50 states and DC, and in 50 states and the District of Columbia (1997, 1998–2005 

average, and 2006) 

District of Columbia 

Average for 50 states and DC 

Texas 

California 

Alabama 

Hawaii 

Oklahoma 

Tennessee

Georgia 

Utah 

Ohio 

Arizona

Maryland 

Colorado 

Connecticut 

Louisiana 

Florida 

Iowa 

North Carolina New Jersey

Virginia Washington 

Montana 

Nevada 

Nebraska Pennsylvania Michigan 

Idaho

Oregon 2006 

Average 1998-2005 

1997

Massachusetts 

Alaska 

Delaware 

North Dakota Mississippi New Hampshire 

Missouri 

Illinois 

Minnesota 

Indiana 

Wisconsin 

New Mexico 

Rhode island 

New York 

Kansas 

Vermont 

South Dakota 

South Carolina 

Maine West Virginia 

Arkansas 

Wyoming

Kentucky 

0.0 5.0 10.0 15.0 

Percent 

Exhibit reads: In 2006, the percentage of 3- through 5-year-olds served under IDEA ranged from 3.32 percent 

(District of Columbia) to 13.66 percent (Wyoming). 

NOTE: States are ordered by the percentage of children identified for services in 2006. Vertical lines represent the average 

percentages for the 50 states and the District of Columbia. The numbers of children identified are the state counts of children

identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual counts 

include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. The total number of children is a population proxy constructed with National Vital Statistics System 

(NVSS) birth data, including births on Indian reservations. The percentage of all children identified was calculated by dividing the 

number of 3- through 5-year-olds identified for services under IDEA in a given state (or nationally) in a given year (or range of 

years) by the total number of 3- through 5-year-olds in the same state (or nationally) in the same year (or range of years) as 

indicated by the NVSS-constructed population proxy. NVSS birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics 

System (NVSS), 1997–2005, retrieved on January 11, 2008, at 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. U.S. Department of Health and Human Services, Centers for 

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS). 

3-12 
Outcomes for Children Identified for Preschool Services Under IDEA 

Since April 2006, the Office of Special Education Programs (OSEP) in the U.S. Department 

of Education has required states to report outcome data for children served through Part C and 

Part B of IDEA as part of their Annual Performance Report. It is during this age range that 

children transition from Part C to Part B of the Individuals With Disabilities Education Act 

(IDEA) and from preschool to kindergarten, including the children whose families have chosen 

for them to continue to receive their services under Part C. Early learning standards have been 

developed by states to define guidelines for early childhood education, including preschool 

education and services. Standards for practice now include targeted outcomes for preschool 

services reflecting continued maturation in key developmental domains, as well as emerging 

academic capabilities for skills, including pre-literacy, language, and numeracy skills, that will 

gain increasing importance as children age and enter the K–12 education system. 

This section presents emerging academic, social, and functional outcomes and draws from 

PEELS findings originally published in Preschoolers with Disabilities: Characteristics, Services, 

and Results: Wave 1 Overview Report From the Pre-Elementary Education Longitudinal Study 

(Markowitz et al. 2006). The PEELS data can be used to describe outcomes for children ages 3 

through 5 who received special education preschool services nationally, including 5-year-old 

children who transitioned into kindergarten. Outcome data collection as a part of the longitudinal 

study included individual child assessments and behavior rating scales (teacher report). 

Outcomes are summarized to provide the following information: 

 Emerging academic skill outcomes related to early language and communication skills, 

as well as early literacy and numeracy skills. These outcomes also address the precursor 

skills necessary for children to succeed in elementary school when they are taught 

academic subject areas (e.g., reading, mathematics). 

 Social and functional development including positive social-emotional skills referring to 

how children get along with others and interact in a group setting, how they relate to 

adults and to other children, and how they follow rules related to groups and the use of 

appropriate self-care and self-direction behavior addressing how children take care of 

basic needs and take care of themselves (e.g., dressing, feeding, hair brushing, toileting). 

 Variation in these outcomes by disability category where each child’s eligibility was 

categorized into three groups—developmental delay, speech or language impairments, 

and all other categories. 

Child outcomes are reported in the form of standard scores for children ages 3 through 5 

and for each age; the general population (based on norm samples including both children with 

and without disabilities) has a mean standard score of 100.0 and a standard deviation of 15.0. 

Emerging Academic Skills 

Children in preschool increasingly acquire skills that are important building blocks for 

success in the K-12 system. These skills can be divided into four areas: literacy, vocabulary, 

numeracy, and preacademic skills. To assess the emergence of literacy, letter and word 

identification skills were measured using the Woodcock-Johnson III (WJ III) Letter-Word 

Identification subtest (Woodcock, McGrew, and Mather 2001). Vocabulary skills (i.e., receptive 

language development) were measured using the Peabody Picture Vocabulary Test-Third Edition 

(PPVT-III) (Dunn and Dunn 1997). Numeracy skills were measured using the WJ III Applied 

3-13 
Problems subtest (Woodcock, McGrew, and Mather 2001). Preacademic skills (i.e., basic skills 

that form the foundations for reading, writing, mathematics, and other skills needed for daily, 

independent functioning) were measured using the Adaptive Behavior Assessment SystemSecond Edition (ABAS-II), Functional Preacademics subtest (Harrison and Oakland 2003). 

ABAS-II relies on teacher ratings of child performance rather than on face-to-face individual 

assessments that were used to measure literacy, vocabulary, and numeracy skills. Exhibit 3.8 

presents academic outcomes in each area for children ages 3 through 5 identified for preschool 

services under IDEA as a group and for each age. 

In letter-word identification, the mean score for 5-year-olds identified for services 

(96.8, SE = 0.98) differed from that of the general population, but the scores of the 3- and 4-

year-olds did not (100.8 and 98.5, SE = 1.37 and 0.98, respectively). As a group, all children 

ages 3 through 5 identified for preschool services under IDEA had a mean standard score on the 

Letter-Word Identification subtest of 98.2 (SE = 0.78), which was not significantly different 

from the general population mean of 100.0 (SD = 15.00). Age-year cohort comparisons were not 

significantly different from each other. (See appendix exhibits A3.8a, A3.8e, and A3.8f for 

means, standard errors, and p values.) 

Vocabulary scores for preschool-age children identified for IDEA services, both 

overall and for each age, were significantly lower than that of the general population. 

Children identified for preschool services under IDEA had significantly lower mean scores on 

the vocabulary test than preschool-age children in the general population for the group as a 

whole (90.1 vs. 100.0, SE = 0.59, p < .001), as well as for children in each age (88.6, 89.7, and 

91.1; SE = 0.78, 0.78, and 0.88 for 3-, 4-, and 5-year-olds, respectively; p < .001 for all 

comparisons). Differences by age in vocabulary scores for children identified for preschool 

services under IDEA were not significant. (See appendix exhibits A3.8b, A3.8e, and A3.8f for 

means, standard errors, and p values.) 

Numeracy outcomes for preschool-age children identified for IDEA services, both 

overall and for each age, were significantly lower than those of the general population. 

Preschool-age children with disabilities had a mean standard score on the WJ III Applied 

Problems subtest of 90.3 (SE = 0.98), which was significantly lower than the mean score of 

100.0 (SD = 15.00) for the general population (p < .001). The significant difference from the 

general population was apparent for all three age cohorts, with mean scores of 88.2 (SE = 1.27), 

91.2 (SE = 1.57), and 90.6 (SE = 0.98) for 3-, 4-, and 5-year-olds, respectively (p < .001 for all 

comparisons). Cross-age differences among them were not statistically significant. (See appendix 

exhibits A3.8c, A3.8e, and A3.8f for means, standard errors, and p values.) 

Preacademic skills for preschool-age children identified for IDEA services as a group 

and for all age groups individually were significantly lower than those of the general 

population. For children ages 3 through 5 who were identified for preschool services under 

IDEA and not yet in kindergarten, the overall mean teacher/daycare provider rating on the 

Functional Preacademics subtest was 89.5 (SE = 0.98), which was significantly lower than the 

general population mean of 100.0 (SD = 15.00, p < .001). The difference from the general 

population was also statistically significant for all three age cohorts, with mean scores of 88.5 

(SE = 0.98), 90.0 (SE = 0.98), and 93.5 (SE = 1.47) for 3-, 4-, and 5-year-olds, respectively 

(p < .001 for all comparisons). Because of the different forms used for preschool and 

kindergarten, age-group comparisons were not possible. (See appendix exhibits A3.8d, A3.8e, 

and A3.8f for means, standard errors, and p values.) 

3-14 
Exhibit 3.8. Mean literacy, numeracy, and preacademic skills scores of 3- through 5-year-olds 

identified for services under IDEA (2005) 

Letter-word identification (WJ III)	 Vocabulary (PPVT-III)

Standard score Standard score
 

120 120
 

General population mean General population mean 100 100

80 80

60 60

98.2 101.8 98.5 96.8 91.1

40

90.1 88.6 89.7

40

20 20

0 0 3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Applied problems (WJ III)	 Preacademic skills (ABAS-II)

Standard score Standard score
 

120
 120

General population mean General population mean 100 100

80 80

60 60

93.5 90.3 91.2 90.6 88.2 89.5 88.5 90.5

40 40

20 20

0 0 3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Exhibit reads: Preschool-age children identified for services under IDEA had a mean standard score of 98 on the 

letter-word identification subtest. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the exhibit are based on a direct assessment 

of individual students using Woodcock-Johnson III (WJ III) (Woodcock, McGrew, and Mather 2001), Peabody Picture Vocabulary 

Test-Third Edition (PPVT-III) (Dunn and Dunn 1997), and Adaptive Behavior Assessment System-Second Edition (ABAS-II) 

(Harrison and Oakland 2003). All measures are based on a general population mean of 100 and a standard deviation of 15. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, 

Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

3-15 
Social and Functional Development 

Social and functional development of children continues to be important during the 

preschool years and is addressed directly in many preschool service contexts. Four domains of 

social and functional development are presented here: social skills, problem behaviors, self-care 

skills, and self-direction skills. Social skills and problem behaviors were measured with the 

Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) (Merrell 2002), a teacher 

rating that assesses age-appropriate personal and interpersonal behaviors of preschool and earlyelementary-age children and the prevalence of problem behaviors. Self-care skills (basic personal 

care skills such as eating, dressing, and bathing) were measured using the ABAS-II. Selfdirection skills (such as independence, self-control, and personal responsibility) were also 

measured using the ABAS-II. Exhibit 3.9 presents the social and functional outcomes for 

children ages 3 through 5 identified for preschool services under IDEA as a group and for each 

age cohort. 

Social skills ratings for 3- and 4-year-old children identified for services under IDEA 

were significantly lower than ratings for the general population. The mean score for 3-yearold children identified for preschool services was 85.2 (SE = 1.08), for 4-year-olds was 93.0 

(SE = 1.08), and for 5-year-olds was 96.5 (SE = 1.37). Scores for 3- and 4-year-olds differed 

significantly from the general population (p < .001). Children ages 3 through 5 identified for 

preschool services under IDEA had a mean Social Skills standard score of 92.8 (SE = 0.88), 

which was significantly lower than the general population mean score of 100.0 (SD = 15.00, 

p < .001). Cross-age comparisons showed that the mean performances of 5-year-old and 4-yearold identified children were significantly higher than that of 3-year-old identified children 

(p < .001). (See appendix exhibits A3.9a, A3.9e, and A3.9f for means, standard errors, and 

p values.) 

Mean problem behavior ratings of 5-year-old children identified for services under 

IDEA (98.2, SE = 0.69) were significantly lower than for the general population (p = .003). 

Problem behavior outcomes for 3-year-olds (99.2, SE = 0.78) and 4-year-olds (99.0, SE = 1.08) 

were not significantly different compared with the general population of same-age children. The 

mean standard score of 98.2 (SE = 0.69) on the Problem Behavior subscale for children ages 3 

through 5 identified for services under IDEA was significantly lower than that of preschool-age 

children in the general population (100.0, p < .001). Cross-age comparisons did not detect 

significantly different problem behavior ratings between 3-, 4-, and 5-year-olds served under 

IDEA. (See appendix exhibits A3.9b, A3.9e, and A3.9f for means, standard errors, and p values.) 

Self-care outcomes for children ages 3 through 5 identified for IDEA services were 

significantly lower than those of the general population. For children identified for preschool 

services under IDEA, the overall mean teacher/daycare provider rating on the Self-care subscale 

was 93.0 (SE = 0.98), which was significantly lower than the general population mean of 100.0 

(SD = 15.00, p < .001). Scores of 3-, 4-, and 5- year old children (91.0, 94.0, 90.5; SE = 0.98, 

0.98, 1.47, respectively) were significantly lower than those of the general population of sameage children (p < .001 for all comparisons). Cross-age differences were not statistically 

significant. (See appendix exhibits A3.9c, A3.9e, and A3.9f for means, standard errors, and 

p values.) 

3-16 
Exhibit 3.9. Mean social skills, problem behaviors, self-care, and self-direction scores of 3- through 

5-year-olds identified for services under IDEA (2005) 

Social skills (PKBS-2)	 Problem behaviors (PKBS-2)

Standard score Standard score
 

120 120
 

General population mean
 100
 100

80 80

60 60

92.8 93.0 96.5

85.2 40 40

20 20

0 0

General population mean

98.2 99.2 98.5 97.4

3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Self-care skills (ABAS-II)	 Self-direction skills (ABAS-II)

Standard score Standard score
 

120
 120

General population mean General population mean 100 100

80 80

60 60

93.0 94.0 90.5 91.0 91.0 96.5 93.5 98.0 40 40

20 20

0 0 3- through 3-year- 4-year- 5-year- 3- through 3-year- 4-year- 5-year5-year- olds olds olds 5-year- olds olds olds

olds olds

Exhibit reads: Preschool-age children identified for services under IDEA had a mean standard score of 93 on the 

social skills scale. 

NOTE: Data were preliminary at the time of publication (2005). Social skills and problem behaviors were measured by the 

Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) (Merrell 2002). Self-care skills and self-direction skills 

were measured by the Adaptive Behavior Assessment System-Second Edition (ABAS-II) (Harrison and Oakland 2003). All 

measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, 

Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

3-17 
Self-direction outcomes for 3- and 5-year-olds identified for IDEA services were 

significantly lower than those of the general population. The ratings of 3-year-olds (93.5, 

SE = 1.96) and 5-year-olds (91.0, SE = 2.94) were significantly lower than that of the general 

population of same-age children (p < .001). Children ages 3 through 5 who were identified for 

services under IDEA had a mean teacher/daycare provider rating on the Self-direction subscale 

of 96.5 (SE = 1.96), which was significantly different from the general population mean of 100.0 

(SD = 15.00). Four-year-old children (98.0, SE = 1.96) had significantly higher self-direction 

ratings than both 3-year-old (p < .001) and 5-year-old children (p < .001). (See appendix 

exhibits A3.9d, A3.9e, and A3.9f for means, standard errors, and p values.) 

Variations in Outcomes by Disability Category 

Children with a range of disabilities are eligible for services under IDEA. In the PEELS 

sample, the categories of speech or language impairments (46 percent) and developmental delay 

(28 percent) are the largest categories. Exhibit 3.10 compares the standard scores of children 

with speech or language impairments and developmental delay in emerging academic skills, 

social skills, and problem behaviors with those of children in all other disability categories. 

In academic skills, children in each of the disability categories differed significantly from 

the general population in the areas of numeracy, vocabulary, and preacademics (for all p values, 

see appendix exhibit A3.10). In the letter-word identification subtest, children with 

developmental delay had a mean score (93.0, SE = 1.3, p < .001) that was significantly lower 

than that of the general population, whereas children with speech or language impairments or 

other disabilities did not differ from the general population. Further, children with speech or 

language impairments had significantly higher scores than those with developmental delay in 

each of the literacy and numeracy outcomes. (See appendix exhibits A3.11a through A3.11f for 

means, standard errors, and p values.) 

In social and functional development, children with developmental delay and those with 

other disabilities had significantly lower ratings than the general population in social skills, selfcare, and self-direction (p < .05 for all comparisons; see appendix exhibits A3.10b and A3.10d 

for all p values). In these domains, children with speech or language impairments did not differ 

from the general population. By contrast, children with speech or language impairments had 

significantly lower ratings for problem behaviors than the other two groups of children. For 

comparisons by disability groups, children with speech or language impairments had 

significantly higher ratings in social, self-care, and self-direction skills and significantly lower 

rating for problem behaviors compared with children with developmental delay and those with 

other disabilities (p < .05 for all comparisons; see appendix exhibit A3.10f for all p values). 

3-18 
Exhibit 3.10. Mean emerging academic skills, social skills, and problem behavior scores of 3- through 

5-year-olds identified for services under IDEA, by disability category (2005) 

Measure

82.7 85.2 84.5 88.5 91.0 93.4 93.0

100.3

93.1

100.0 102.5

87.5 89.4 88.6 84.3 85.3 91.6

93.0 88.2

102.9 100.2

96.4 100.2

102.3

0

20

40

60

80

100

120

WJLW WJAP PPVT-III ABAS-II PKBS-2

Social

PKBS-2

Problem

Behavior

ABAS-II

Self-Care

ABAS-II

SelfDirection

General population mean

Developmental delay Speech or language impairments All others

Disability category

Developmental delay Speech or language impairments All others

Exhibit reads: On a letter-word identification test, the mean scores of 3- through 5-year-olds with developmental 

delay, speech or language impairments, and all other disability categories were 93, 100, and 100, respectively. 

NOTE: Data were preliminary at the time of publication (2005). Measures are: WJLW: Research version of the WoodcockJohnson III (WJ III) letter-word identification subtest (Woodcock, McGrew, and Mather 2001); WJAP: Research version of the WJ 

III applied problems subtest (Woodcock, McGrew, and Mather 2001); PPVT-III: Peabody Picture Vocabulary Test-Third Edition 

(Dunn and Dunn 1997); ABAS-II: Adaptive Behavior Assessment System-Second Edition (Harrison and Oakland 2003); PKBS-2: 

Preschool and Kindergarten Behavior Scales-Second Edition (Merrell 2002). All measures are based on a general population 

mean of 100 and a standard deviation of 15. The presented confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, 

Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

3-19 
Key Findings Related to School-Age Children Identified for 

Services Under IDEA 

Who are the school age children identified for services under IDEA and 

how has this changed over time? 

In 2005, 5,707,712 children and youth ages 6 through 17 had been identified for services 

under IDEA by states. These children represented 12.92 percent of all children and youth 

enrolled in grades 1 through 12, an increase from 12.31 percent in 1997. 

The percentage of school-age children identified under IDEA varied by age in 2005, with 

10- to 13-year-olds as the largest age group (13.75 percent) followed by 14- through 17-yearolds (13.13 percent) and 6- through 9-year-olds (11.85 percent). For each year between 1997 and 

2005, the 10- to 13- year-olds had the highest percentage compared to the other two age groups. 

Among children identified for IDEA services by age groups in 1997 and 2005, children 

classified with a learning disability category was the largest for children ages 10 through 13 and 

14 through 17, whereas for children ages 6 through 9, the largest category was children classified 

with speech and language impairments. The largest relative percentage change between 1997 and 

2005 of children ages 10 through 13 and 14 through 17 was for children identified with autism 

under IDEA (411.43 percent and 345.27 percent, respectively), whereas for children ages 6 

through 9, the largest relative percent change was for children classified with a developmental 

delay (1,955.83 percent) followed by children classified with autism (264.65 percent). 

Who leaves IDEA services? 

National data sources suggest that the percentage of children and youth being declassified 

from IDEA services varied by age group: 49 percent among children who were in kindergarten 

in 1998, 17 percent among those who were 6 through 12 years old in 1999, and 5 percent among 

those who were ages 13 through 16 in 2000. 

What are the outcomes for school age children identified for services under 

IDEA compared to their peers? 

Academics. Children identified for IDEA services had significantly lower scores than their 

peers not identified for IDEA services in both reading and mathematics in the 2003, 2005, and 

2007 administrations of the NAEP. In addition, the average test scores in fourth-grade reading 

and fourth- and eighth-grade mathematics for fourth-graders identified and not identified for 

services under IDEA increased from 2003 to 2007. In each administration of the NAEP, there 

was considerable variation in performance from state to state. For example, average scale scores 

ranged from 162 (SE = 4.7) to 213 (SE = 2.9) on the NAEP fourth-grade reading test and from 

203 (SE = 2.4) to 248 (SE = 2.8) on the eighth-grade test, differences across states of 51 points 

and 45 points, respectively for children identified for services under IDEA. 

School Completion. Forty-six percent of children identified for IDEA services and 

estimated to be enrolled as of 4 years prior completed secondary school with a regular diploma in 

2005, 29 percentage points below the rate for children in the total population (75 percent). 

4-1
 
 

4. School-Age Children Identified for Services Under IDEA 

This chapter presents a summary of information on children and youth ages 6 through 21 

identified for special education services under IDEA. The chapter consists of four sections: 

(1) the legislative background for examining the status of school-age children identified for 

services under IDEA, (2) descriptive findings on the identification of school-age children for 

services under IDEA, (3) descriptive findings on their rates of losing eligibility for services 

under IDEA through “declassification,” and (4) descriptive findings on their academic and 

school completion outcomes. This study is not designed to assess how outcomes presented in this 

report are affected by identification or declassification practices, nor is it designed to measure 

impacts of IDEA services on child outcomes. 

Legislative Background 

Since 1975, every child in the United States ages 3 through 21 who has been identified with 

a disability and needs special education services has been entitled to a free appropriate public 

education under the Individuals with Disabilities Education Act (IDEA). Under IDEA Part B, 

provisions such as an Individualized Education Program (IEP), due process, confidentiality, and 

a right to services in the least restrictive environment, apply in the same way to preschool-age 

and school-age children. The same eligibility categories used to identify preschool-age children 

as eligible for services are used to identify school-age children ages 6 through 21. In 1990, P.L. 

101-476 renamed the EHA as the Individuals With Disabilities Education Act (IDEA) and 

extended the law to include support for youth with disabilities in the transition to young 

adulthood and added new disability categories. The new classifications included children with 

autism and traumatic brain injury. The law was amended in 1991 (P.L. 102-119) to allow states 

the option for an additional disability category, “developmental delay,” to be used for children 

ages 3 through 9. In 1991, the U.S. Department of Education issued a joint policy memo1

 stating 

that children identified with an attention deficit hyperactivity disorder (ADHD) could be 

identified as eligible for special education services under the disability classification of other 

health impaired (Joint Policy Memo 1991).Sections 611-618 of Part B of IDEA 2004 (P.L. 108-

446) set forth the requirements for states and school districts to provide special education and 

related services to eligible children with disabilities, ages 3 through 5 as well as ages 6 

through 21. 

The most recent reauthorization of IDEA in 2004 (P.L. 108-446) aligned more clearly with 

the guiding federal legislation, the No Child Left Behind Act of 2001 (NCLB). Under IDEA and 

NCLB, states are expected to align their performance goals and indictors for children with 

disabilities with their definition of adequate yearly progress (AYP) and report on graduation 

rates and drop-out rates. Children with disabilities are expected to participate in state assessment 

systems and demonstrate continued improvement and progress in their academic outcomes, 

including those students who take an alternate assessment. School-age children identified for 

services under IDEA are now assessed for accountability purposes under the No Child Left 

Behind Act of 2001 (NCLB). States publicly report on their participation and progress toward 

1 The Assistant Secretaries for the following offices in the U.S. Department of Education jointly signed this policy 

memo: Office of Special Education and Rehabilitative Services, Office of Elementary and Secondary Education, 

and Office of Civil Rights. 

4-2
 
 

meeting State goals on the assessments with the same frequency and detail as for children 

without disabilities. 

Identification of School-Age Children for Services Under IDEA 

The identification section of this chapter presents the following types of information: 

 The number and percentage of school-age children identified for services, by age group 

and by disability category. Changes from 1997 to 2005 in the identification percentages 

for each disability category are examined relative to the identification percentage in 

1997. 

 The composition of school-age children identified for IDEA services by gender. 

 The percentage of school-age children identified for services nationally by 

race/ethnicity, and state. The percentage point differences are also examined across 

time. 

For 27 years, the U.S. Department of Education, Office of Special Education Programs 

(OSEP), has reported to Congress on the implementation of IDEA on the basis of state counts on 

the number of children identified under IDEA. Currently, states report to OSEP the number of 

children with disabilities receiving Part B special education and related services as a part of their 

annual Section 618 report. State-reported data were obtained from OSEP’s Data Analysis System 

(DANS) for 1997 to 2005. As of December 1 of each year, each state reports to OSEP counts of 

number of children, birth through age 21, in the state who were identified for services under 

IDEA. The number identified includes both children newly identified in the year represented by 

the count and children identified in earlier years who continue to receive services under IDEA. 

To report on the identification of children for services under IDEA, both the counts and the 

percentages of the children are reported. Data were obtained from the Common Core of Data 

(CCD) on the total population enrolled in elementary and secondary school. Identification 

percentages2

 were computed for each year using the number of children ages 6 through 17 

identified for services under Part B (DANS) as a percentage of the total population enrolled in 

grades 1 through 12 (CCD). For identification percentages by race/ethnicity, percentages were 

calculated using the number of children ages 6 through 21 divided by the total population 

enrolled in grades 1 through 12 (CCD). These data are the basis for the findings on the 

identification number and percentages reported in this section of the chapter. 

The K–12 school system divides school into three levels: elementary school, middle school, 

and high school. While the grades that align with these three levels of school can differ from 

school district to school district, most districts follow this practice. To align age groups and 

school levels, six age groups were constructed: ages 6 through 21, ages 6 through 17, ages 6 

through 9, ages 10 through 13, ages 14 through 17, and ages 18 through 21. Children ages 18 

through 21 who have been identified for IDEA services are only included in the section on the 

number (counts) of children identified overall, and in the sections for findings by gender and by 

race/ethnicity using the available data in the aggregate on children ages 6 through 21. As these 

aggregate counts were the only data available, identification percentages by race/ethnicity were 

computed using the number of children ages 6 through 21 as a percentage of the total population 

2 See appendix B for additional details regarding its calculation. 

4-3
 
 

 

 

 

enrolled in grades 1 through 12 (CCD).3 CCD enrollment counts in grades 1 through 12 were 

used as a proxy for the number of children ages 6 through 21 in elementary and secondary 

schools. Using this approach to calculate the identification percentages by race/ethnicity for each 

year may result in an overestimation of the percentages as the ideal denominator for these 

computations would be the total population of children ages 6 through 21 enrolled in elementary 

and secondary schools. 

In this chapter, the national findings are presented for all 6- through 17-year-olds as a group. 

Then selected findings are presented by age group (6 through 9, 10 through 13, and 14 through 

17 years) and by disability category. As noted earlier, national findings are presented for all 6 

through 21 year olds are presented by gender and by race/ethnicity, as DANS only collects for 

this age range. In addition to the national description of school-age children identified for 

services under IDEA, a description of the state data is presented. In particular, the identification 

percentages of children ages 6 through 17 served under IDEA during three time frames are 

reported: 1997, the average from 1998 through 2004, and 2005. The national means also are 

reported for the same time period. 

Number and Percentage of Children Identified for Services Under IDEA, 

by Age 

Of the total population of 7,013,238 children identified in 2005, states reported 6,019,596 

children ages 6 through 21 who had been identified for services under IDEA (see shaded ages in 

exhibit 4.1). In 2005, there were 361,567 6-year-olds identified. The number identified by a 

single year of age was largest for 14-year-olds (521,723) and smallest for 21-year-olds (13,353). 

In 2005, children ages 10 through 13 years comprised the largest of the three age groups of 

school-age children identified for services under IDEA (N = 2,047,905), whereas children ages 6 

through 9 years were the smallest group (N = 1,715,661) (see exhibit 4.1; see appendix 

exhibit A4.1 for the values by age). 

In 2005, 12.92 percent of all 6- through 17-year-olds were identified for services under 

IDEA. From 1997 to 2004, the percentage for this age group increased each year (from 

12.31 percent in 1997 to 13.01 percent in 2004, respectively). From 2004 to 2005, the percentage 

of 6- through 17-year-olds decreased from 13.01 percent to 12.92 percent (see exhibit 4.2). 

3 This analytic approach was established by the National Research Council (2002) in the National Academy of 

Sciences report, Minority Students in Special and Gifted Education. 

4-4
 
Exhibit 4.1. National number of school-age children identified for services under IDEA, 

by age (2005) 

Number 

600,000 

500,000 

400,000 

300,000 

200,000 

100,000 

0 

N = 7,013,238 

School-age N = 6,019,596 

Age 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 

158,404 245,526 361,567 454,033 504,071 514,497 521,723 484,682 209,608 28,617 

of children 

2005 Total number 41,865 

94,445 153,320	 300,082 411,694 488,367 509,464 519,873 519,973 417,768 60,306 13,353 

Exhibit reads: Nationwide, 361,567 6-year-olds were identified for services under Part B of IDEA in 2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a 

single time point between October 1, 2005, and December 1, 2005. These annual counts include both children newly identified in 

the year represented by the count and children identified in earlier years who continue to receive services under IDEA. Data 

represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. Schoolage children eligible to receive services under IDEA are ages 6 through 21 years. The shaded area represents the data for these 

children. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child 

Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp. 

4-5
 
Exhibit 4.2. National number and percentage of school-age children identified for services 

under IDEA, by age group (1997–2005) 

Year 

Children identified for services 

Number 

Ages Ages

14–17 6–17 

Percentage of all children 

Ages 

6–17 

Ages 

6–9 

Ages

10–13 

Ages Ages 

6–9 10–13 

Ages

14–17 

1997 5,081,196 1,691,239 1,914,456 1,475,501 12.31 11.63 13.79 11.49

1998 5,208,947 1,703,932 1,979,050 1,525,965 12.48 11.58 14.09 11.74

1999 5,340,850 1,709,872 2,040,417 1,590,561 12.68 11.60 14.35 12.07

2000 5,435,248 1,689,352 2,098,728 1,647,168 12.77 11.51 14.42 12.34

2001 5,517,641 1,669,628 2,129,140 1,718,873 12.83 11.46 14.34 12.65

2002 5,601,337 1,668,350 2,133,318 1,799,669 12.90 11.53 14.18 12.93

2003 5,668,404 1,687,535 2,116,871 1,863,998 12.96 11.72 14.00 13.13

2004 5,722,059 1,710,233 2,089,215 1,922,611 13.01 11.85 13.90 13.25

2005 5,707,712 1,715,661 2,047,905 1,944,146 12.92 11.85 13.75 13.13

Exhibit reads: Nationwide, 5,081,196 children ages 6 through 17 were identified for services under IDEA in 

1997. These represented 12.31 percent of all 6- through 17-year-olds. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children 

newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. To compute the percentages, the ages of children with disabilities, including children in BIE 

schools, were aligned with the grades of the children for their age as follows: 6- to 9-year-olds, grades 1–4; 10- to 13-

year-olds, grades 5–8; 14- to 17-year-olds, grades 9–12; and 6- to 17-year-olds, grades 1–12. The number of children in 

a given age group identified for services under IDEA (DANS) was then divided by the total number of children enrolled in 

the corresponding grade level (CCD). BIE schools were not included in 1997 CCD enrollment data for grades 1-12 as 

BIE were included starting in 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 

Child Count, 1997–2005, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. 

Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, 

retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Between 1997 and 2005, the patterns in the identification of school-age children 

identified under IDEA varied by age group (see exhibits 4.2 and 4.3). From 1997 to 2005, 

6- through 9-year-olds increased by 0.22 percentage points and 10- through 13-year-olds 

decreased by 0.04 percentage points; 14- through 17-year-olds had the largest change (an 

increase of 1.64 points). 

The 10- through 13-year-olds had the highest percentage of students identified for each year 

from 1997 through 2005. The percentage increased each year from 1997 (13.79 percent) to 2000 

(14.42 percent) and then decreased each year to 2005, reaching 13.75 percent in 2005. From 

1997 to 2005, the 14- through 17-year-olds had the largest percentage point increase of children 

receiving services under IDEA (1.64 points). The 14- through 17-year-olds had the lowest 

percentage of students identified among all age groups in 1997 (11.49 percent). The percentage 

increased each year until 2004, surpassing the percentage of 6- through 9-year-olds identified in 

1998. In 2005, the 14- through 17-year-olds had the second highest percentage (13.13 percent). 

The percentage of 6- through 9-year-olds identified underwent both increases and decreases from 

1997 through 2002 and then increased through 2005. 

(See appendix exhibit A4.2/3 for the number of children served under IDEA by age group, 

the number of children enrolled in school by grade, and the percentage by age group for 

each year.) 

4-6
 
Exhibit 4.3. Trends in national percentage of school-age children identified for services under 

IDEA, by age group (1997–2005) 

 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1997 1998 1999 2000 2001 2002 2003 2004 2005 

Year 

Age 6–9 

Age 14–17 

Age 6–17 

Percent 

Age 10–13 

Exhibit reads: Nationwide, the percentage of 6- through 9-year-olds identified for services under IDEA 

increased from 11.63 percent in 1997 to 11.85 percent in 2005. 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under 

IDEA at a single time point between October 1 and December 1 of each year. These annual counts include both children 

newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The school enrollment numbers are aggregated counts of student enrollment in all public 

schools in the 50 states and the District of Columbia, including BIE schools. To compute the percentages, the number of 

students with disabilities, including children in BIE schools, for each age year was divided by the enrollment count for the 

corresponding grade level. The following age groups and grade levels are as followed: 6- through 9-year-olds 

(grades 1–4); 10- through 13-year-olds (grades 5–8); 14- through 17-year-olds (grades 9–12); and 6- through 17-yearolds (grades 1–12). BIE schools were not included in 1997 CCD enrollment data for grades 1-12 as BIE were included 

starting in 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 

Child Count, 1997–2005, retrieved December 7, 2007, from http://www.ideadata.org/PartBChildCount.asp; U.S. 

Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved 

December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

4-7
 
 

 

 

 

 

Number of School-Age Children Identified, by Gender 

Data on the gender of school-age children ages 6 through 21 identified for services under 

IDEA were collected by DANS for the first time in 2006. These data indicate that 3,939,918 

(66.91 percent) male children were identified for services under IDEA, whereas 1,948,309 

(33.09 percent) female children were identified.4 

Number and Percentage of School-Age Children Identified, by Race/Ethnicity 

Exhibit 4.4 displays the number and percentage of children ages 6 through 21 in each 

racial/ethnic category who were identified for services under IDEA in 1998 through 2005, and 

exhibit 4.5 graphs the national percentages.5 

In 2005, the percentages of 6- through 21-year-olds identified for services under IDEA 

differed by their racial/ethnicity category. In the most recent year for which data are available 

(2005), percentages of students identified ranged from 16.67 percent (Black school-age children) 

to 6.34 percent (Asian school-age children). The percentages for American Indian, White, and 

Hispanic school-age children were 15.76 percent, 14.05 percent, 11.83 percent, respectively. 

Exhibit 4.4. National number and percentage of 6- through 21-year-olds identified for services under 

IDEA, by race/ethnicity (1998–2005) 

 

 

 

 

 

 

 

 

Children identified for services 

Number Percentage of all children 

American American 

Year White Black Hispanic Asian Indian White Black Hispanic Asian Indian 

1998 3,500,672 1,111,200 725,634 95,322 68,911 13.88 16.57 12.80 6.01 14.69

1999 3,433,287 1,111,884 751,447 100,392 82,287 13.49 16.22 12.10 6.10 15.53

2000 3,556,922 1,165,834 799,578 107,812 81,226 13.71 16.31 11.89 6.11 15.12

2001 3,566,073 1,193,410 844,087 109,655 84,703 13.75 16.45 11.86 5.98 15.45

2002 3,588,910 1,212,802 888,989 115,295 86,500 13.82 16.48 11.84 6.11 15.25

2003 3,590,398 1,233,610 936,487 120,593 89,803 13.93 16.67 11.92 6.23 15.64

2004 3,588,773 1,251,360 974,556 125,351 91,327 14.17 16.90 12.07 6.40 16.14

2005 3,550,397 1,243,867 1,006,257 129,163 91,778 14.05 16.67 11.83 6.34 15.76

 

Exhibit reads: Nationwide, 3,500,672 White 6- through 21-year-olds were identified for services under IDEA in 1998. 

These represented 13.88 percent of all White 6- through 21-year-olds. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and 

American Indian includes Alaska Native. The numbers of children identified in the exhibit are aggregated counts of children ages 6-

through 21 identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annual 

counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian 

Education (BIE) schools. The percentages were calculated by dividing the number of 6- through 21-year-olds in a given racial/ethnic 

category identified for services under IDEA (DANS) by the total number of students enrolled in grades 1 through 12 in the same 

racial/ethnic category (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, 

retrieved February 22, 2008, from http://www.ideadata.org/docs%5CPartBTrendData%5CB3B.xls; U.S. Department of Education, 

National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 2007, from 

http://www.nces.ed.gov/ccd/bat/. 

From 1998 to 2005, the patterns in identification for the racial/ethnic categories 

differed for children ages 6- through 21-years old. From 1998 to 2005, the overall change in 

4 SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 

Part B, 1997–2005, retrieved December 7, 2007, from http://www.ideadata.org. 5 States report race/ethnicity data on school-age children served under IDEA for one age grouping, ages 6 through 

21, and have reported these data since 1998 to be included in DANS. 

4-8
 
percentage of school-age children identified for services under IDEA was a 0.97 percentagepoint decrease for Hispanic 6- through 21-year-olds (from 12.80 percent to 11.83 percent) and a 

1.07 percentage-point increase for American Indian children (from 14.69 percent to 

15.76 percent). The overall change in percentages for the other three racial/ethnic categories 

from 1998 to 2005 ranged from an increase of 0.10 to 0.33 percentage points: for Black children, 

16.57 percent in 1998 to 16.67 percent in 2005 (0.10 percentage-point increase); for White 

children, 13.88 percent in 1998 to 14.05 percent in 2005 (0.17 percentage-point increase); and 

for Asian children, 6.01 percent in 1998 to 6.34 percent in 2005 (0.33 percentage-point increase). 

Exhibit 4.5. Trends in national percentage of 6- through 21-year-olds identified for IDEA services, 

by race/ethnicity (1998–2005) 

0.0 

1.0 

2.0 

3.0 

4.0 

5.0 

6.0 

7.0 

8.0 

9.0 

10.0 

11.0 

12.0 

13.0 

14.0 

15.0 

16.0 

17.0 

18.0 

1998 1999 2000 2001 2002 2003 2004 2005 

Year 

Black 

Asian 

Hispanic 

American Indian 

White 

Percent 

Exhibit reads: Nationwide, the percentage of White 6- through 21-year-olds identified for services under IDEA 

increased from 13.88 percent in 1998 to 14.05 percent in 2005. 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian and Other Pacific Islander, 

and American Indian includes Alaska Native. The percentages of children identified in the exhibits were calculated using 

aggregated counts of children ages 6 through 21 identified for services under IDEA at a single time point between October 1 and 

December 1 of each year. These annual counts include both children newly identified in the year represented by the count and 

children identified in earlier years who continue to receive services under IDEA. Data represent the counts for the 50 states and 

the District of Columbia, including Bureau of Indian Education (BIE) schools. The percentages were calculated by dividing the 

number of 6- through 21-year-olds in a given racial/ethnic category identified for services under IDEA (DANS) by the total 

number of students enrolled in grades 1 through 12 in the same racial/ethnic category (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B, 1997–2005, retrieved February 22, 2008, from http://www.ideadata.org/docs%5CPartBTrendData%5CB3B.xls; U.S. 

Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved 

December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

The relative position of each of the racial/ethnic categories remained the same for each 

of the years between 1998 and 2005. For each of year from 1998 to 2005, Black school-age 

children had the highest identification percentages (ranging from 16.57 percent in 1998 to 

16.67 percent in 2005), followed by American Indian (14.69 percent to 15.76 percent), 

4-9
 
 

 

 

White (13.88 percent to 14.05 percent), Hispanic (12.80 percent to 11.83 percent), and Asian 

school-age children (6.01 percent to 6.34 percent). (See appendix exhibits A4.4/5 for values.) 

Percentage and Percentage Change of School-Age Children Identified, by 

Disability Category 

Exhibit 4.6 presents, for 1997 and 2005, the percentage of school-age children identified for 

services under each IDEA category. Exhibit 4.6 also presents the relative percentage changes 

from 1997 to 2005 for each disability category. The relative percentage change for each 

disability category was calculated by subtracting the 1997 identification percentage from the 

2005 percentage and dividing the difference by the 1997 percentage (multiplying the result by 

100). (See appendix exhibit A4.6a through A4.6d for the number and percentage of school-age 

children by disability category.) 

In 2005, the disability category with the largest percentage of students identified 

varied by age group. For children ages 6 through 9, the largest percentage was for the speech 

and language impairment category (5.46 percent). For children ages 10 through 13 and 14 

through 17, the largest percentage was for the specific learning disability category (7.07 percent 

and 7.58 percent, respectively). 

From 1997 to 2005, the percentage of 6- through 9-year-olds identified for services 

under IDEA increased for 6 of the 13 disability categories.6 The largest percentage increase, 

relative to the percentage of children ages 6 through 9 identified under each disability category in 

1997, was 1998.85 percent for children identified with developmental delays, followed by 

272.36 percent for children classified with autism. The relative increases for the remaining 

categories were as follows: children identified with other health impairment (114.21 percent), 

traumatic brain injury (61.62 percent), deaf-blindness (13.04 percent) and speech and language 

impairments (4.39 percent). 

The relative decreases were -32.92 percent for children identified with mental retardation 

followed by children classified with specific learning disability (-23.39 percent), emotional 

disturbance (-19.74 percent), orthopedic impairments (-17.50 percent), multiple disabilities 

(-10.51 percent), hearing impairments (-4.05 percent), and visual impairments (-3.41 percent). 

(See appendix exhibit A4.6a for the number and percentage of children ages 6 through 9 by 

disability category.) 

From 1997 to 2005, the percentage of 10- through 13-year-olds identified for services 

under IDEA increased for 6 of the 12 disability categories. The largest percentage increase, 

relative to the percentage of children ages 10 through 13 identified under each disability category 

in 1997, was 410.67 percent for children identified with autism, followed by 176.92 percent for 

children classified with other health impairments. The relative increases for the remaining 

categories were as follows: children identified with traumatic brain injury (93.38 percent), 

multiple disabilities (22.11 percent), deaf-blindness (16.00 percent) and speech and language 

impairments (7.39 percent). 

6 The 13 disability categories under which 3- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), 

deaf-blindness (DB), and developmental delay (DD). States or local education agencies may elect to identify 

children ages 3 through 9 under the developmental delay category. 

4-10 
The relative decreases were for -20.86 percent for children identified with mental 

retardation followed by children identified with a specific learning disability (-13.52 percent), 

orthopedic impairment (-13.33 percent), emotional disturbance (-7.55 percent), visual 

impairments (-6.62 percent), and hearing impairments (-2.52 percent). (See appendix 

exhibit A4.6b for the number and percentage of 10- through 13-year-olds children by disability 

category.) 

From 1997 to 2005, the percentage of 14- through 17-year-olds identified for services 

under IDEA increased for 8 of the 12 disability categories. The largest percentage increases, 

relative to the percentage of 14- through 17-year-old children identified under each disability 

category in 1997 was 409.72 percent for children identified with autism, followed by 

225.62 percent for children classified with other health impairments. The relative increases for 

the remaining categories were as follows: children identified with traumatic brain injury 

(92.43 percent), multiple disabilities (38.65 percent), speech and language impairments 

(20.46 percent), deaf-blindness (6.45 percent), specific learning disability (5.98 percent), and 

emotional disturbance (1.58 percent). 

The relative decreases were -11.75 percent for children identified with visual impairments 

followed by children identified with mental retardation (-6.73 percent), orthopedic impairments 

(-7.41 percent), and hearing impairment (-2.28 percent). (See appendix exhibit A4.6c for the 

number and percentage of youth of 14- through 17-year-olds by disability category.) 

(See appendix exhibit A4.6d for the number and percentage of children of 6- through 17-

year-olds by disability category.) 

4-11 
Exhibit 4.6. National percentage of school-age children identified for services under IDEA, by age group and disability 

2005) 

3.70

6- through 9-year-olds 

Disability category 

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

Percent 

Percentage 

1997 3.7029 5.2336 0.9586 0.5471 0.1432 0.0528 0.1640 0.3983 0.1382 0.0185 0.2398 0.002005 2.8367 5.4631 0.6430 0.4391 0.1374 0.0510 0.1353 0.8532 0.5146 0.0299 0.2146 0.00

Change -23.39 4.39 -32.92 -19.74 -4.05 -3.41 -17.50 114.21 272.36 61.62 -10.51 13.0

See notes at end of exhibit. 

4-12 
Exhibit 4.6. National percentage of school-age children identified for services under IDEA, by age group and disabilit

and 2005)—Continued 

0.27 0.05 0.45

1.46

0.16 0.06 0.14

1.13 1.09

1.88

7.07

0.22 0.03 0.09

0.53

0.17 0.06 0.16

1.18

1.42

1.75

8.18

# # 

12

10- through 13-year-olds 

Disability category 

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 

SLD SP MR ED HI OIVI OHI AUT TBI MD DB 

12

Percent 

Percentage 

1997 8.1768 1.7542 1.4229 1.1811 0.1664 0.0589 0.1583 0.5287 0.0872 0.0272 0.2239 0.00259 2005 7.0709 1.8838 1.1261 1.0919 0.1622 0.0550 0.1372 1.4641 0.4453 0.0526 0.2734 0.00290 

Change -13.52 7.39 -20.86 -7.55 -2.52 -6.62 -13.33 176.92 410.67 93.38 22.11 16.00 

See notes at end of exhibit. 

4-13 
Exhibit 4.6. National percentage of school-age children identified for services under IDEA, by age group and disabil

and 2005)—Continued 

1920

Disability category 

Percent 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 

1920

Percentage 

1997 7.151 0.3779 1.4717 1.4385 0.1578 0.0604 0.1309 0.4056 0.0545 0.0317 0.2080 0.0031 

2005 7.578 0.4552 1.3726 1.4613 0.1542 0.0533 0.1212 1.3207 0.2778 0.0610 0.2884 0.0033 

Change 5.98 20.46 -6.73 1.58 -2.28 -11.75 -7.41 225.62 409.72 92.43 38.65 6.45 

14- through 17-year-olds 

Exhibit reads: In 1997 and 2005, among 14- through 17-year-olds, 7.151 percent and 7.578 of the school age population was identified for services udisability category, respectively, a percentage change of 5.98. † Not applicable. NOTE: Disability categories are: specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), emotional disturbance (ED), hearing impairments 

orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness (DB), developmental delay (DD). Sta

may elect to identify children ages 3 through 9 under the developmental delay category. In 1997, 6 states reported counts under this category, and in 2005, 48 states reported counts 

numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point between October 1 and December 1 of each ye

include both children newly identified in the year represented by the count and children identified in earlier years who continue to receive services under IDEA. Data represent the cou

District of Columbia, including Bureau of Indian Education (BIE) schools. To compute the percentages, the ages of children with disabilities, including children in BIE schools, were al

children for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grad

children in a given age group identified for services under a given IDEA disability category (DANS) was then divided by the total number of children enrolled in the corresponding grad

group, the relative percentage change from 1997 to 2005 for each disability category was calculated by subtracting the 1997 identification percentages from the 2005 percentage and 

1997 percentage (multiplying the result by 100). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997 and 2005, retrieved February 15, 2008, from http://wwwof Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved February 10, 2008, from www.nces.ed.gov/ccd/bat/. 

4-14 
Percentage of School-Age Children and Youth Identified for Services Under 

IDEA, by State (1997 to 2005) 

The state-level percentages of school-age children identified for services under IDEA 

focuses on the same four age groups featured in the national portrait: 6 through 17, 6 through 9, 

10 through 13, and 14 through 17. The state percentages are reported for three time frames: 

1997, the average between 1998 and 2004, and 2005. The states are ordered by their percentages. 

Exhibit 4.7 displays the national and state percentages for school-age children ages 6 through 17 

for these time frames. 

In 2005, states varied in the percentage of children identified for services under IDEA. 

The national percentage of children identified in 2005 was 12.92 percent. This is more than the 

average percentage of children identified between 1998 and 2005 (12.80 percent) and in 1997 

(12.29 percent). Across states in 2005, the percentage identified ranged from 9.87 percent in 

Colorado to 18.59 percent in Rhode Island. Of the 50 states and the District of Columbia, the 

percentage of children identified was higher than in 1997 for 41 states (the exceptions are 

Colorado, California, Texas, Connecticut, Alabama, Tennessee, Maryland, Alaska, New Mexico, 

and Massachusetts). 

Exhibits with the national and state percentages of children served under IDEA for specific 

age groups (i.e., ages 6 through 9, 10 through 13, and 14 through 17) are available in appendix A 

(see appendix exhibits A4.7a through A4.7d). 

4-15 
Exhibit 4.7. Percentage of 6- through 17-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

19982004 average, and 2005) 

Average for 50 states and DC
 

Colorado
 

Idaho
 

California
 

Arizona
 

Nevada
 

Utah
 

Washington
 

Texas
 

Hawaii
 

Connecticut
 

Alabama
 

Georgia
 

Tennessee
 

Maryland
 

Montana
 

Alaska
 

Minnesota
 

South Dakota
 

Arkansas
 

North Carolina
 

Oregon
 

Kansas
 

Mississippi
 

North Dakota
 2005 

Louisiana Average 1998-2004 Michigan
 

Virginia
 1997

Vermont 

Ohio 

Wisconsin 

Wyoming 

New Mexico 

Florida 

New Hampshire 

Iowa 

Kentucky 

Delaware 

Illinois 

Missouri 

Pennsylvania 

New York 

Nebraska 

South Carolina 

Oklahoma 

Indiana 

Massachusetts 

West Virginia 

Maine 

District of Columbia 

New Jersey 

Rhode Island 

0 10.0 15.0 20.0 25.0 

Percent 

Exhibit reads: In 2005, the percentage of 6- through 17-year-olds served under IDEA ranged from 9.87 percent 

(Colorado) to 18.59 percent (Rhode Island). 

NOTE: States are ordered by the percentage of children identified for services in 2005. Vertical lines represent the average percentages for the 50 states and the District of 

Columbia. The numbers of children identified are the state counts of children identified for services under IDEA at a single time point between October 1 and December 1 of 

each year. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. To compute the percentages, the number of 6- through 17-year-old children identified for services in a given state in a given year (or range of years) 

(DANS) was then divided by the total number of children enrolled in the corresponding grade levels, grades 1 through 12, in the same state in the same year (or range of 

years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, retrieved December 7, 2007, from 

http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 

2007, from http://www.nces.ed.gov/ccd/bat/.

4-16 
Declassification of School-Age Children With Disabilities 

As the educational needs of students who qualify for special education and related services 

varies over time, the nature, quantity, degree, and duration of those services can also be expected 

to vary. For some students, the services they receive in school or the therapeutic supports they 

may receive from other sources may ameliorate a condition (e.g., a speech articulation problem) 

or accommodate an impairment (e.g., through the use of mobility or other assistive technology) 

to the point where they no longer need or are eligible for special education services. As a result, 

IDEA calls for students to be reevaluated for eligibility at least every 3 years and more often if 

requested. For some students, the services they receive in school or the therapeutic supports they 

may receive from other sources may ameliorate a condition (e.g., a speech articulation problem) 

or accommodate an impairment (e.g., through the use of mobility or other assistive technology) 

to the point where they no longer need or are eligible for special education services. Students 

who are found to be ineligible by such a reevaluation are “declassified”—that is, they return to 

full-time general education programs and no longer receive special education or related services. 

In addition, some parents may elect to remove their children from service provision under IDEA. 

Two sources of declassification information are presented in this section. Information from 

prior reports based on national datasets is summarized to describe rates of declassification across 

age groups and by disability categories. Data from the Special Education Elementary 

Longitudinal Study (SEELS), which followed a nationally representative sample of students ages 

6 through 12 receiving special education, provides information on the academic outcomes of 

students who were declassified as compared to outcomes of students who continued to receive 

special education services. SEELS was selected because it is provides nationally generalizable 

information about declassification rates and outcomes by disability category. 

Frequency of Declassification 

Rates of declassification of school-age students who were identified for services under 

IDEA are presented below based on reports from extant national datasets. However, these reports 

should be examined separately and not be compared with each other, because the reports 

describe children at different grade levels where the distribution of children and youth across 

IDEA disability categories differ from one another, particularly in the category of speech or 

language impairment. 

Across grade levels, declassification rates among children and youth identified for 

IDEA services varied from 49 percent among kindergarteners to 5 percent among 

secondary-school-level students (Holt, McGrath, and Herring 2007). The National Center for 

Education Statistics (2007) reported on declassification rates for students in primary grades using 

Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) data. Of the students who 

were identified for services under IDEA in kindergarten, 33 percent did not receive services in 

first grade or third grade, and 16 percent of students who received services in first grade no 

longer received services in third grade. Therefore, a total of 49 percent were no longer receiving 

services by third grade. Further, of students who were identified for services under IDEA for the 

first time in first grade, ECLS-K data indicate that 44 percent were not receiving services by 

third grade—an average declassification rate of 22 percent over the 2-year period. 

In later elementary grades, Walker and colleagues (Walker et al. 1988) reported that of 

school-age students who were identified for services under IDEA, 17 percent received services 

for a period of only 2 years. Special Education Elementary Longitudinal Study (SEELS) data 

4-17 
 

 

 

also show that of students ages 6 through 12 who were identified for services, 17 percent 

(SE = 1.1) no longer received services over a 2.5-year period (SEELS 2005). The same report 

also shows that an additional 4 percent of students were declassified but resumed eligibility for 

IDEA services within 2 years. 

At the secondary school end of the age spectrum, National Longitudinal Transition Study-2 

(NLTS2) data for 13- through 16-year-olds who were identified for services under IDEA in 

December 2000 indicate that 5 percent were reported by their schools to no longer be eligible for 

services in spring 2002, approximately 16 months later (Wagner 2003). 

Differences in Declassification Rates, by Disability Category 

The proportions of 6- through 12-year-olds who had been declassified from special 

education services within approximately 2 years ranged from 2 percent to 34 percent 

across disability categories (see exhibit 4.8).7 Students ages 6 through 12 who were identified 

under the speech or language impairments category had the highest percentage of 

declassification among all disability groups (34 percent, SE = 2.7). This rate is higher than those 

reported by students identified under the other health impairments (12 percent, p < .001, 

SE = 1.8), emotional disturbance (10 percent, p < .001, SE = 1.8), orthopedic impairments 

(9 percent, p < .001, SE = 1.8), specific learning disabilities (9 percent, p < .001, SE = 1.5), 

hearing impairments (6 percent, p < .001, SE = 1.3), visual impairments (5 percent, p < .001, 

SE = 1.5), multiple disabilities (4 percent, p < .001, SE = 1.2), autism (3 percent, p < .001, 

SE = 0.9), mental retardation (2 percent, p < .001, SE = 0.7), and traumatic brain injury 

categories (2 percent, p < .001, SE = 1.7). Further, students who had been classified as having 

speech or language impairments made up more than two-thirds of the students who were 

declassified in the 2-year period, despite making up only approximately one-third of 6- through 

12-year-old children identified for services under IDEA in 1999–2000 (SEELS 2005). (See 

appendix exhibit A4.8 for percentages and standard errors.) 

At the secondary school level, of 13- through 16-year-olds who were identified for services 

under IDEA, NLTS2 reported that no students with multiple disabilities were declassified in a 

16-month period, and no more than 1 percent of students with disability categories of mental 

retardation (0.5 percent, SE = 0.5), autism (0.8 percent, SE = 0.6), or deaf-blindness (1 percent, 

SE = 1.3) were reported to have been declassified. Declassification rates were between 2 percent 

and 6 percent for students with emotional disturbance (6 percent, SE = 1.8); learning disabilities 

(5 percent, SE = 1.3); traumatic brain injury (1.5 percent, SE = 1.4); or hearing (3 percent, 

SE = 1.8), visual (6 percent, SE = 1.4), orthopedic (3 percent, SE = 1.2), or other health 

impairments (5 percent, SE = 1.4). In contrast, 21 percent (SE = 2.6) of students who had been 

classified as having speech or language impairments were declassified (NLTS2 2003). 

7	 The 13 disability categories under which 3- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), 

deaf-blindness (DB) and developmental delay (DD). States or local education agencies may elect to identify 

children ages 3 through 9 under the developmental delay category. 

4-18 
Exhibit 4.8. Percentage of 6- through 12-year-olds identified for IDEA services in December 1999 who 

were declassified by spring 2002, by disability category 

9 10 9 

34 

12 

2 6 5 3 2 4 

0 

10 

20 

30 

40 

SLD SP MR ED HI VI OI OHI AUT MD DB 

# 

TBI 

Percent 

Disability category 

Exhibit reads: Nine percent of 6- through 12-year-olds who had been identified for IDEA services under the 

category of specific learning disabilities in December 1999 were reported by schools or parents not to be receiving 

special education services as of spring 2002. 

# Rounds to zero. 

NOTE: Disability categories are: specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health 

impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness (DB). The presented 

confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary 

Longitudinal Study (SEELS), parent interviews and students’ school program survey, 2002. Reported in SEELS 

(2005). 

Academic Outcomes of Students Who Were and Were Not Declassified 

From IDEA Services 

Students declassified from IDEA services had significantly higher scores on literacy 

and mathematics outcomes than students who continued to receive services. To compare 

performance between students who were declassified and those who continued to receive 

services, direct assessment data in reading and mathematics from SEELS are presented below. 

SEELS used research versions of Woodcock-Johnson III (WJ III) subtests related to letter-word 

identification, reading passage comprehension, mathematical calculations, and applied problem 

solving (Woodcock, McGrew, and Mather 2001). Analyses of data from those tests revealed that, 

as a group, children who were declassified as of spring 2002 performed significantly better than 

children who continued to receive special education services (see exhibit 4.9). The mean 

standard score on the letter-word identification subtest was 96 for declassified students 

(SE = 1.57), whereas it was 82 (SE = 0.77) for children who continued to receive services 

(p < .001). Similarly, passage comprehension mean standard scores for the two groups were 92 

4-19 
and 83, respectively (SE = 1.46 and 0.75, p < .001); for math calculation, they were 104 and 91 

(SE = 1.40 and 0.71, p < .001); and for applied problems, they were 101 and 88 (SE = 1.56 and 

0.74, p < .001). (See appendix exhibit A4.9 for means, standard errors, and p values.) 

Exhibit 4.9. Mean WJ III reading and mathematics scores of 6- to 17-year-old children identified for 

IDEA services, by classification status (2002) 

Letter-word identification Passage comprehension 

92 

83 

Declassified 

0 

20 

40 

60 

80 

100 

120 

Declassified Not declassified 

96 

82 

Not declassified 

0 

20 

40 

60 

80 

100 

120 

Standard score Standard score 

Standard score 

Math calculation Applied problems 

101 

88 

Declassified Not declassified 

104 

91 

Declassified Not declassified 

0 

20 

40 

60 

80 

100 

120 

Standard score 

0 

20 

40 

60 

80 

100 

120 

General population mean General population mean 

General population mean General population mean 

Exhibit reads: The mean standard score of declassified 6- to17-year-olds on the letter-word identification subtest 

was 96, whereas the average score of students who were not declassified was 82. 

NOTE: Scores reflect students’ performance on a research version of the Woodcock-Johnson III (WJ III) (Woodcock, McGrew, 

and Mather 2001). All measures are based on a general population mean of 100 and a standard deviation of 15. The presented 

confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal 

Study (SEELS), direct assessment, 2002. 

4-20 
Outcomes for School-Age Children Identified for Services Under IDEA 

Children identified for services under IDEA participate in a K–12 educational system that is 

governed by state standards in core academic subjects and are assessed for accountability 

purposes under NCLB. These accountability requirements focus the attention of state, district, 

and school policymakers, administrators and teachers on the academic improvements, graduation 

rates, and dropout rates of school-age children with disabilities. For example, NCLB places an 

emphasis on ensuring that all children will read by the end of third grade and holds schools 

accountable for the school completion rates of all students. IDEA 2004 requires states to 

establish guidelines regarding children that require accommodations and alternate assessments, 

including where necessary the use of them in their respective individualized education programs. 

As a result of these federal mandates, as well as state and local policies and reform, improved 

academic performance and school completion are becoming widely used measures of school 

performance for all school-age children with disabilities. 

In this section, outcomes for children identified for services under IDEA are presented in 

the areas of academic performance and school completion. Findings drawn from the National 

Assessment of Educational Progress (NAEP) in reading and mathematics are presented first, for 

the nation as a whole, over time, and by state, followed by a comparison of NAEP findings with 

those from state accountability assessments. Differences in academic performance by IDEA 

eligibility category are then described, using data from SEELS and NLTS2 for 7- through 14-

year-olds and 16- through 18-year-olds, respectively. Finally, this section looks at the issue of 

high school exit and presents data on rates of school completion, school dropout, and school 

ageout (those students who reach the maximum eligible age to receive services), using data from 

the OSEP Data Analysis System (DANS). 

Academic Skills in Reading and Mathematics (NAEP) 

Improved reading and mathematics performance is a goal of both NCLB and IDEA. 

National outcome data in reading and mathematics from the NAEP are representative of the 

nation and permit comparisons between children who are and are not identified for services 

under IDEA. However, NAEP is not aligned with individual state content and achievement 

standards, so it does not necessarily measure what children are expected to learn in their states. 

The NAEP reading test measures four aspects of reading (general understanding, interpretation, 

making connections, and examining content) within three contexts (literary experiences, 

information, and task performance). The NAEP mathematics test measures student performance 

in five content areas: number properties and operations, measurement, geometry, data analysis 

and probability, and algebra. NAEP reports reading and mathematics test results as average scale 

scores, which range from 0 to 500, with an average of 250 and a standard deviation of 50 at 

grade 8. The analyses presented here are taken from the 2003, 2005, and 2007 administrations of 

NAEP, because its participation and accommodation policies relative to children with disabilities 

have been stable over that time period and those years span the implementation of both NCLB 

and IDEA. 

Children with disabilities have been included in NAEP, some with testing accommodations, 

since 1997. The NAEP program has established procedures to help school staff make 

participation decisions about including children with disabilities and about which, if any, testing 

accommodations they should receive. The NAEP inclusion policy states that a child with a 

4-21 
disability or equivalent classification should participate in NAEP without an accommodation 

unless (1) the Individualized Education Program (IEP) team or equivalent group has determined 

that the student cannot participate in assessments such as NAEP; (2) the student’s cognitive 

functioning is so severely impaired that she or he cannot participate; or (3) the student’s IEP 

requires that the student be tested with an accommodation or adaptation and the student cannot 

demonstrate his/her knowledge of the assessment subject area without that accommodation or 

adaptation. It is important to note that some schools may include NAEP students who receive 

services for a disability under Section 504 of the Rehabilitation Act 1973, as amended (29 U.S.C. 

§ 794), as well as those who are identified for services under IDEA. Therefore, the children with 

disabilities who participate in NAEP each year do not reflect the total population of children 

identified for IDEA services or all children with disabilities, but only children with disabilities 

who meet the criteria for inclusion noted above. 

In each summary report, NAEP publishes overall sample sizes, identification rates, and 

participation rates for that particular administration. The identification rate is the percentage of 

students in NAEP schools who were identified as students with disabilities according to the 

criteria described above and would be eligible to participate in NAEP. The participation rate is 

the percentage of all children in the grade who were identified with disabilities and who 

participated in the assessment with or without allowable accommodations. Both of these rates 

can vary across administrations of NAEP. For grade 4 reading administrations, the IDEA 

identification rate was constant at 13 percent in 2003, 2005, and 2007. However, the percentage 

of students who participated varied across administrations. The NAEP participation rate for the 

grade 4 reading test was 8 percent of students in 2003 and 2005 and 9 percent in 2007. For the 

grade 4 math test, the NAEP participation rate was 10 percent in all three years. For eighthgraders, the IDEA identification rate was 13 percent in 2003 and 12 percent in 2005 and 2007, 

whereas the NAEP participation rate for the eighth -grade reading test was 9 percent in 2003 and 

8 percent in 2005 and 2007; for eighth-grade math, the participation rate was 10 percent in 2003 

and 2005 and 8 percent in 2007 (Braswell, Dion, Daane, and Jin 2005; Donahue, Daane, and Jin 

2005; Lee, Grigg, and Donahue 2007; Perie, Grigg, and Dion 2005; Perie, Grigg, and 

Donahue 2005). 

National Trends in NAEP Results (2003, 2005, and 2007) 

Academic achievement trends from 2003 through 2007 measured by the NAEP 

showed significant increases in average reading scale scores for both children identified 

and children not identified for IDEA services in grade 4 but not grade 8 reading (see 

exhibit 4.10). For children identified for services under IDEA, average grade 4 reading scale 

score of 184 (SE = 0.6) in 2003 was significantly lower than the average scale score of 190 

(SE = 0.6) in 2007 (p < .001). During the same period, average scale score of 220 (SE = 0.3) in 

2003 for children not identified for IDEA services was significantly lower than the average score 

of 223 (SE = 0.3) in 2007 (p < .001). In the grade 8 reading test, average scale scores for 

children identified for services under IDEA were 224 (SE = 0.6) in 2003 and 226 (SE = 0.5) in 

2005 and 2007 (comparisons between 2003 and 2007 scores not significant). Average scale 

scores for children not identified for IDEA services were 266 (SE = 0.3) in 2003, 264 (SE = 0.2) 

in 2005, and 265 (SE = 0.2) in 2007 (comparisons between 2003 and 2007 not significant). See 

appendix exhibits A4.10, A4.11a, A4.11b, A411d, A4.12a, A4.12b, and A412d for p values. 

4-22 
Exhibit 4.10. Mean reading and mathematics scale scores of fourth- and eighth-grade students 

identified and not identified for services under IDEA (2003, 2005, and 2007) 

Reading – grade 4 Reading – grade 8 

180 

200 

220 

240 

260 

280 

300 

Scale score 

2003 2005 2007 

Children not identified 

for IDEA services 

0 

Children identified 

for IDEA services 

Year 

// 

0 

180 

200 

220 

240 

260 

280 

300 

2003 2005 2007 

Scale score 

Year 

Children not identified 

for IDEA services 

Children identified 

for IDEA services 

// 

Mathematics – grade 4 Mathematics – grade 8 

0 

180 

200 

220 

240 

260 

280 

300 

2003 2005 2007 

// 

Children identified 

for IDEA services 

Scale score 

Year 

Children not identified 

for IDEA services 

180 

200 

220 

240 

260 

280 

300 

2003 2005 2007 

0 

Scale score 

Children not identified 

for IDEA services 

Children identified 

for IDEA services 

Year 

// 

Exhibit reads: In 2007, the mean reading scale score of fourth-grade students not identified for IDEA was 223 

compared with 190 for students identified. 

NOTE: The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

4-23 
At each time point, children identified for IDEA services had significantly lower scores 

in reading than children not identified. In grade 4 reading, the differences between children 

identified and not identified for services under IDEA were 35 (SE = 0.7), 31 (SE = 0.6), and 33 

(SE = 0.6) scale score points in 2003, 2005, and 2007, respectively (p < .001 for all differences). 

In grade 8 reading, the differences between children identified and not identified for services 

under IDEA were 41 (SE = 0.7), 38 (SE = 0.5), and 38 (SE = 0.6) scale score points in 2003, 

2005, and 2007 (p < .001 for all differences). At both grade levels, the size of the difference 

declined 3 (SE = 0.9 and SE = 0.9) scale score points from 2003 to 2007 (p < .001). See 

appendix exhibits A4.11e, A4.11f, A4.12e, and A4.12f, for p values. 

NAEP trends showed significant increases in average scale scores in mathematics from 

2003 to 2007 for both children identified and children not identified for IDEA services. In 

grade 4 mathematics, average scale scores for children identified for services under IDEA were 

214 (SE = 0.4) in 2003, 219 (SE = 0.4) in 2005, and 220 (SE = 0.4) in 2007, a difference 

between 2003 and 2007 of 6 (SE = 0.6) scale score points (p < .001). During the same period, 

average scale scores for children not identified for IDEA services were 237 (SE = 0.2) in 2003, 

240 (SE = 0.2) in 2005, and 241 (SE = 0.2) in 2007, a difference between 2003 and 2007 of 5 

scale score points (p < .001). In grade 8 mathematics, average scale scores for children identified 

for services under IDEA were 242 (SE = 0.6), 244 (SE = 0.5), and 246 (SE = 0.7) in 2003, 2005, 

and 2007, respectively, a difference of 4 scale score points from 2003 to 2007 (p < .001). 

Average scale scores for children not identified for IDEA services were 280 (SE = 0.3) in 2003, 

282 (SE = 0.2) in 2005, and 284 (SE = 0.2) in 2007, a difference of 3 (SE = 0.4) scale score 

points (p < .001). See appendix exhibits A4.10, A4.13a, A4.13b, A4.13d, A4.14a, A4.14b, and 

A4.14d for p values. 

Children identified for IDEA services had significantly lower scores in mathematics 

than children not identified at each time point. In grade 4 mathematics, the differences 

between children identified and not identified for services under IDEA were 22 (SE = 0.5), 21 

(SE = 0.4), and 21 (SE = 0.4) scale score points in 2003, 2005, and 2007, respectively (p < .001 

for all differences). The 1 scale score point decrease from 2003 to 2007 was not significantly 

different. In grade 8 mathematics, the differences by IDEA service status were 39 (SE = 0.82), 

38 (SE = 0.5), and 38 (SE = 0.7) scale score points in 2003, 2005, and 2007, respectively 

(p < .001 for all differences). The size of the difference was the same in 2003 and 2007. See 

appendix exhibits A4.13e, A4.13f, A4.14e, and A4.14f for p values. 

NAEP Results by State 

Reading. Exhibit 4.11 displays the average scale scores on the 2007 NAEP reading test for 

fourth-graders identified and not identified for services under IDEA for 50 U.S. states, the 

District of Columbia, and the Department of Defense Education Agency. Exhibit 4.12 displays 

the average scale score on the NAEP reading test for eighth-graders identified and not identified 

for services under IDEA in 2007. In both exhibits, the states are ordered from high to low on the 

basis of the average scale score of children identified for IDEA services. Appendix exhibits 

A4.11j and A4.12j present these data ordered from high to low on the basis of the average scale 

scores for children not identified for IDEA services. 

Across states, fourth-grade NAEP reading scores varied for both children identified 

and children not identified for IDEA services. Twenty-seven states differed significantly 

from the national average for children identified for IDEA services, and 40 states differed 

4-24 
Exhibit 4.11. Mean reading scale scores of fourth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) 

National 

Massachusetts 

North Dakota Virginia 

Delaware 

Tennessee 

DoDEA 

South Dakota Georgia

Maryland New Jersey 

Maine New Hampshire Kentucky 

Ohio 

Minnesota 

Nebraska 

Florida Wyoming 

Texas 

Vermont 

Colorado 

Missouri 

Indiana 

Illinois 

Children identified 

Kansas

Michigan 

Montana Washington for IDEA services 

Children not identified 

for IDEA services 

Wisconsin 

Nevada Pennsylvania 

Connecticut 

Rhode Island 

North Carolina 

New York 

Idaho 

Arkansas

Mississippi 

South Carolina 

Alaska 

Louisiana 

Oklahoma 

Arizona 

New Mexico 

Iowa 

Alabama

Oregon 

Utah West Virginia 

California 

Hawaii 

District of Columbia 

// 

0 160 180 200 220 240 260 280 300 320 

Scale score 

Exhibit reads: The mean reading scale score of fourth-grade students identified for services under IDEA in 

Massachusetts was 213 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. 

DoDEA refers to the Department of Defense Education Agency. The presented confidence intervals represent plus or minus 1.96 

multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

4-25 
from the national average for children not identified for IDEA services. Average scale 

scores varied across states for both groups of children. Among children identified for IDEA 

services, the difference across states was 51 scale score points, with a high score of 213 

(SE = 2.9) in Massachusetts and a low score of 162 (SE = 4.7) in the District of Columbia. 

Fourteen states, with average scale scores ranging from 195 (SE = 3.8) to 213 (SE = 2.9), were 

significantly higher than the national average of 190 (SE = 0.6) for children identified for IDEA 

services. Thirteen states, with average scale scores ranging from 162 (SE = 4.7) to 182 

(SE = 3.0), were significantly lower than the national average (for p values, See appendix 

exhibit A4.11g). For children not identified for IDEA services, the range was a high score of 239 

(SE = 1.1) in Massachusetts and a low score of 199 (SE = 0.8) in the District of Columbia, a 

difference of 40 scale score points. Twenty-seven states, with average scale scores ranging from 

226 (SE = 0.9) to 239 (SE = 1.1), were significantly above the national average of 222 (SE = 0.6) 

for children not identified for IDEA services. Thirteen states, with average scale scores ranging 

from 199 (SE = 0.8) to 220 (SE = 1.0), were significantly lower than the national average (for 

p values, see appendix exhibits A4.11g and A4.11h). 

Differences in fourth-grade reading scores for children identified and not identified 

for IDEA services varied by state. Seventeen states had differences between children 

identified and not identified for IDEA services that were significantly different from the 

national difference (see exhibit 4.11). Differences ranged across states from 14 scale score 

points (SE = 1.2) in Tennessee to 50 scale score points (SE = 1.2) in Iowa. Eight states had 

differences between children identified and not identified for IDEA services ranging from 18 

(SE = 3.2) to 25 (SE = 3.7) scale score points that were significantly less than the national 

difference of 33 scale score points. Nine states had differences between children identified and 

not identified for IDEA services ranging from 40 (SE = 2.4) to 50 (SE = 3.4) scale score points 

that were significantly greater than the national difference (for p values, see appendix 

exhibit A4.11i). 

Across states, eighth-grade NAEP reading scores varied for both children identified 

and children not identified for IDEA services. Twenty-one states differed significantly from 

the national average for children identified for IDEA services, and 40 states differed from 

the national average for children not identified for IDEA services (see exhibit 4.12). Among 

those children, the difference was 45 scale score points, ranging from a high scale score of 248 

(SE = 2.4) in Vermont to a low scale score of 203 (SE = 2.8) in Alabama. Fourteen states, with 

average scale scores ranging from 233 (SE = 3.2) to 248 (SE = 2.4), were significantly higher 

than the national average of 226 (SE = 0.5) for children identified for IDEA services. Seven 

states, with average scale scores ranging from 202 (SE = 2.8) to 216 (SE = 3.6), were 

significantly lower than the national average. Among children not identified for IDEA services, 

the difference was 35 scale score points, ranging on a high scale score of 278 (SE = 0.8) in 

Vermont to a low scale score of 243 (SE = 0.8) in the District of Columbia. Twenty-six states, 

with average scale scores ranging from 268 (SE = 0.9) to 278 (SE = 0.8), were significantly 

higher than the national average of 265 (SE = 0.2) for children not identified for IDEA services. 

Fourteen states, with average scale scores ranging from 243 (SE = 0.8) to 262 (SE = 1.0), were 

significantly lower than the national average (for p values, see appendix exhibits A4.12g and 

A4.12h). 

Differences in eighth-grade reading scores for children identified and not identified for 

IDEA services varied by state. Eleven states had differences between children identified 

4-26 
Exhibit 4.12. Mean reading scale scores of eighth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) 

National 

Vermont 

Massachusetts 

Maine

New Hampshire 

North Dakota 

Delaware 

DoDEA 

Colorado

Maryland

Virginia

New Jersey 

Montana 

Ohio 

Minnesota

Pennsylvania 

Connecticut

Wyoming 

Nebraska 

Kansas 

South Dakota

Oregon

Georgia 

New York 

Tennessee 

Florida 

Rhode Island

Kentucky 

Indiana Children identified 

for IDEA services 

Children not identified 

for IDEA services 

Illinois 

Iowa 

North Carolina 

Idaho 

Texas 

Missouri 

Alaska 

Louisiana

Washington

Michigan 

Oklahoma 

Wisconsin 

South Carolina 

New Mexico 

Nevada 

Arizona 

Arkansas 

Utah 

California 

District of Columbia 

Hawaii

West Virginia 

Alabama

Mississippi 

// 

0 160 180 200 220 240 260 280 300 320 

Scale score 

Exhibit reads: The mean reading scale score of eighth-grade students identified for services under IDEA in 

Vermont was 248 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. 

DoDEA refers to the Department of Defense Education Agency. The presented confidence intervals represent plus or minus 1.96 

multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

4-27 
and not identified for IDEA services that were significantly different from the national 

average. The differences between children identified and not identified for IDEA services 

ranged across states from 29 scale score points (SE = 0.6) in Delaware to 55 scale score points 

(SE = 0.9) in Alabama. Six states had differences between the two groups (29 [SE = 3.0] to 32 

[SE = 2.6] scale score points) that were significantly less than the national difference of 38 

(SE = 0.6). Five states had differences (48 (SE = 3.3) to 55 (SE = 3.0) scale score points) 

between children identified and not identified for IDEA services that were significantly greater 

than the national difference (for p values, see appendix exhibit A4.12i). 

Mathematics. Exhibit 4.13 displays the average scale scores on the NAEP mathematics test 

for fourth-graders identified and not identified for services under IDEA in 2007. Exhibit 4.14 

displays the average scale score on the NAEP mathematics test for eight-graders identified and 

not identified for IDEA services in 2007. In both exhibits, the states are ordered from high to low 

on the basis of the average scale score of children identified for IDEA services. See appendix 

exhibits A4.13j and A4.14j present these data ordered from high to low on the basis of the 

average scale scores for children not identified for IDEA services. 

Across states, fourth-grade NAEP mathematics scores varied for both children 

identified and children not identified for IDEA services. Twenty-six states differed 

significantly from the national average for children identified for IDEA services, and 41 

states differed from the national average for children not identified for IDEA services. 

Among children identified for IDEA services, the difference was 50 scale score points, with a 

high of 238 (SE = 1.4) in Massachusetts and a low of 188 (SE = 2.4) in the District of Columbia. 

Fifteen states, with average scale scores ranging from 226 (SE = 1.3) to 238 (SE = 1.4), were 

significantly higher than the national average of 220 (SE = 0.4) for children identified for IDEA 

services. Eleven states, with average scale scores ranging from 216 (SE = 2.3) to 188 (SE = 2.4), 

were significantly lower than the national average. For children not identified for services under 

IDEA, the difference was 39 scale score points, with a high of 255 (SE = 0.9) in Massachusetts 

and a low of 216 (SE = 0.8) in the District of Columbia. Twenty-seven states, with average scale 

scores ranging from 243 (SE = 3.0) to 255 (SE = 0.9), were significantly higher than the national 

average of 242 (SE = 0.2) for children not identified for IDEA services. Fourteen states, with 

average scale scores ranging from 216 (SE = 0.8) to 239 (SE = 0.7), were significantly lower 

than the national average (for p values, see appendix exhibits A4.13g and A4.13h). 

Differences in fourth-grade mathematics scores for children identified and not 

identified for IDEA services varied by state. Nineteen states had differences between 

children identified and not identified for IDEA services that were significantly different 

from the national average. Differences between the two groups of children ranged across states 

from 11 scale score points (SE = 2.7) in Mississippi to 42 scale score points (SE = 2.5) in 

Hawaii. Eight states had differences of12 (SE = 1.0) to 17 (SE = 1.4) scale score points) between 

children identified and not identified for IDEA services that were significantly less than the 

national difference. Eleven states had differences of 26 (SE = 2.2) to 42 (SE = 2.5) scale score 

points between children identified and not identified for IDEA services that were significantly 

greater than the national difference (for p values, see appendix exhibit A4.13i). 

Across states, eighth grade NAEP mathematics scores varied for both children 

identified and children not identified for IDEA services. Twenty-four states differed 

4-28 
Exhibit 4.13. Mean mathematics scale scores of fourth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) 

National 

Massachusetts 

North Dakota 

Indiana

New Jersey

New Hampshire

Virginia 

Texas 

Ohio 

Delaware 

Maine 

Kansas 

Minnesota 

Missouri 

South Dakota 

North Carolina 

Wisconsin

Kentucky

Wyoming 

Florida Pennsylvania 

Montana 

Nebraska 

New York 

Vermont 

Nevada 

Illinois

West Virginia Maryland 

Children identified 

for IDEA services 

Children not identified 

for IDEA services 

Iowa Washington 

Tennessee Georgia 

DoDEA 

Oklahoma

Michigan

Mississippi 

Rhode Island 

Arkansas 

Connecticut 

Alaska 

Idaho

Oregon 

Utah 

Colorado 

South Carolina 

Louisiana 

Arizona 

New Mexico 

California 

Alabama 

Hawaii 

District of Columbia 

// 

0 160 180 200 220 240 260 280 300 320 

Scale score 

Exhibit reads: The mean mathematics scale score of fourth-grade students identified for services under IDEA in 

Massachusetts was 238 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. 

DoDEA refers to the Department of Defense Education Agency. The presented confidence intervals represent plus or minus 1.96 

multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

4-29 
Exhibit 4.14. Mean mathematics scale scores of eighth-grade students identified and not identified 

for services under IDEA, by state and compared with national averages (2007) 

National 

Massachusetts 

North Dakota 

Maryland 

Vermont

Virginia 

Maine

New Hampshire Delaware

Kansas 

North Carolina 

Minnesota 

Indiana 

Pennsylvania Colorado

Wyoming 

DoDEA

Oregon New Jersey

South Dakota

Texas 

Ohio 

Wisconsin 

Kentucky 

Missouri

New York Children identified 

Nebraska for IDEA services 

Montana Children not identified 

Iowa for IDEA services 

Georgia 

Florida

Illinois 

Tennessee 

Connecticut 

South Carolina 

Idaho 

Alaska 

Rhode Island 

Oklahoma 

Louisiana 

New Mexico 

Washington Nevada

Michigan West Virginia Arizona

Utah 

Arkansas 

Mississippi 

California

Hawaii 

Alabama 

District of Columbia 

// 

0 160 180 200 220 240 260 280 300 320 

Scale Score 

Exhibit reads: The mean mathematics scale score of eighth-grade students identified for services under IDEA in 

Massachusetts was 271 in 2007. 

NOTE: States are ordered by the mean scores of children identified for services under IDEA. Vertical lines represent national 

means. DoDEA refers to the Department of Defense Education Agency. The presented confidence intervals represent plus or 

minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

4-30 
significantly from the national average for children identified for IDEA services, and 41 

states differed from the national average for children not identified for IDEA services. 

Among children identified for IDEA services, the difference was 69 scale score points, with a 

high of 271 (SE = 2.7) in Massachusetts and a low of 212 (SE = 3.1) in the District of Columbia. 

Thirteen states, with average scale scores ranging from 254 (SE = 2.6) to 271 (SE = 2.7), were 

significantly above the national average of 246 (SE = 0.7) for children receiving IDEA services. 

Eleven states, with average scale scores ranging from 211 (SE = 3.1) to 238 (SE = 2.9), were 

significantly lower than the national average (for p values, see appendix exhibit A4.14g). For 

children not identified for services under IDEA, the difference was 49 scale score points, with a 

high of 301 (SE = 1.3) in Massachusetts and a low 252 (SE = 0.9) in the District of Columbia. 

Twenty-five states, with average scale scores ranging from 287 (SE = 0.8) to 301 (SE = 1.3), 

were significantly higher than the national average of 284 (SE = 0.2) for children not receiving 

IDEA services. Sixteen states, with average scale scores ranging from 252 (SE = 0.9) to 281 

(SE = 1.4), were significantly lower than the national average (for p values, see appendix 

exhibits A4.14g and A4.14h). 

Differences in eighth-grade NAEP mathematics scores for children identified and not 

identified for IDEA services varied by state. Twelve states had differences between children 

identified and not identified for IDEA services that were significantly different from the 

national average. Differences between children who were and were not identified for IDEA 

services ranged across states from 25 scale score points (SE = 1.2) in Maryland to 51 scale score 

points (SE = 1.4) in Hawaii. Eight states had differences of 25 (SE = 1.2) to 32 (SE = 1.3) scale 

score points) between children identified and not identified for IDEA services that were 

significantly less than the national difference of 38 (SE = 0.2). Four states had differences of 46 

(SE = 2.6) to 51 (SE = 1.4) scale score points) between the groups that were significantly greater 

than the national difference (for p values, see appendix exhibit A.4.14i). 

Comparisons of NAEP and State Accountability Tests 

Recent reports have compared the results for the NAEP to state accountability tests for the 

general population (Bandeira de Mello, Blackenship and McLaughlin 2009; Stoneberg 2007). 

However, such comparisons have yet to be made for children identified for IDEA services. This 

section compares the performance of children identified for IDEA services on the NAEP with the 

reported performance from state accountability tests in 2003, the only year in which both sets of 

data are available. State performance data on regular and alternate assessments are reported in 

Annual Performance Reports (APRs) provided to OSEP and compiled by the National Center on 

Educational Outcomes (NCEO). These analyses depict student performance data in terms of 

achievement levels, rather than scale scores because it is the only common metric for state 

accountability test data. Achievement levels are defined as thresholds of performance to 

characterize the performance of students who have scores at or above them. Under NCLB, states 

determine the level of performance considered to be “proficient” in regular and alternate 

assessments for the purposes of calculating school and school district performance under the 

adequate yearly progress (AYP) metric of NCLB. NAEP reports student performance in three 

performance levels: basic, proficient, and advanced. In this section, state data for students 

identified for IDEA services on state regular assessments with or without accommodations at the 

achievement level of “proficient” are presented in conjunction with NAEP achievement levels 

“proficient or above” and “basic or above.” State alternate assessment data are not presented 

because of variability in alternate assessment systems across states and the lack of an alternate 

4-31 
assessment in NAEP. Achievement levels are reported here for fourth-grade reading and 

mathematics and for eighth-grade reading; comparable data are not available for eighth-grade 

mathematics. State tests differ from each other and from the NAEP in content, test design, and 

cut-score determination. State tests also differ from the NAEP in terms of criteria for including 

children with disabilities. Observed differences between achievement levels for children with 

disabilities on the NAEP and achievement levels reported on state tests may be due to 

differences in the tests, differences in the children being tested, or to both, so these patterns 

should be interpreted cautiously. 

Reading. Exhibit 4.15 displays, by state, the percentage of children identified for IDEA 

services at the "basic or above" and "proficient or above" achievement levels on the 2003 NAEP 

grade 4 reading test and the percentage of children identified for IDEA services at "proficient or 

above" on state accountability tests in 2003 for 35 states that reported data. Exhibit 4.16 displays 

similar data on the NAEP and state accountability grade 8 reading tests. The states are ordered 

from low to high on the basis of the percentage of children identified for services at the NAEP 

"basic or above" achievement level. 

The percentage of students meeting achievement levels in reading in fourth grade on 

NAEP and state regular assessments varied across states. The range of percentages of 

children identified for IDEA services at the NAEP “proficient or above” achievement level was 

17 percentage points, from 2 percent (SE = 1.4) in the District of Columbia to 19 percent 

(SE = 2.8) in Virginia. The range of children at the NAEP “basic or above” achievement level 

was 39 percentage points, from 9 percent (SE = 2.2) in the District of Columbia to 48 percent 

(SE = 4.5) in Delaware. The percentage of children identified for IDEA services reported as 

“proficient or above” on regular state accountability tests ranged from 9 percent in South 

Carolina to 83 percent in Mississippi. Thirteen of 35 states with state data reported proficiency 

rates on regular assessments that were above the confidence interval for the percentage of 

children at the basic achievement level in NAEP. Nine states reported proficiency rates on 

regular assessments that fell below the lower confidence interval for the percentage of children at 

the basic achievement level in NAEP. Thirty-two of 35 states with state data reported proficiency 

rates that fell above the upper confidence interval for the percentage of children at the proficient 

achievement level in NAEP (see appendix exhibit A4.15 for values). 

The percentage of students meeting achievement levels in reading in eighth grade on 

NAEP and state regular assessments varied across states. The range of children identified for 

IDEA services at the NAEP “proficient or above” achievement level was 13 percentage points, 

from 1 percent (SE = 0.7) in Mississippi to 14 percent (SE = 2.3) in Tennessee. The range of 

children at the NAEP “basic or above” achievement level was 44 percentage points, from 

11 percent (SE = 2.4) in the District of Columbia to 55 percent (SE = 4.3) in Vermont. The 

percentage of children identified for IDEA services reported as proficient on standard state 

accountability tests ranged from 2 percent in South Carolina to 56 percent in North Carolina. 

Five of 40 states with state data reported proficiency rates on regular assessments that fell above 

the upper confidence interval for the percentage of children at the basic achievement level in 

NAEP. Twenty-five of 40 states with state data reported proficiency rates on regular assessments 

that fell below the lower confidence interval for the percentage of children at the basic 

achievement level in NAEP. Thirty-three of 35 states with state data reported proficiency rates 

on regular assessments that fell above the upper confidence interval for the percentage of 

children at the proficient achievement level in NAEP (see appendix exhibit A4.16 for values). 

4-32 
Exhibit 4.15. Percentage of fourth-grade students identified for IDEA services performing 

at “basic or above” and “proficient or above” in reading, by state (2003) 

District of Columbia 

Hawaii 

Alabama 

Idaho 

Arkansas 

Oklahoma 

Louisiana 

Ohio 

Iowa 

California 

Nevada 

Wisconsin 

Arizona 

Utah 

Pennsylvania 

Alaska 

Wyoming 

Colorado 

Georgia 

Florida 

New Mexico 

North Dakota 

Kansas 

Minnesota 

Michigan

Tennessee

Oregon 

Montana 

Nebraska 

Washington 

DoDEA 

Illinois 

Kentucky 

New York 

Texas 

Indiana 

West Virginia 

Rhode Island 

Maryland 

New Hampshire 

South Dakota 

Connecticut 

Mississippi 

North Carolina

Maine 

South Carolina 

New Jersey

Missouri

Massachusetts 

Virginia 

Vermont 

Delaware 

0 

NAEP basNAEP basic 

or above 

NAEP proficient 

or above 

State assessment 

proficient or above

20 40 60 80 

Percent 

Exhibit reads: Two percent of fourth-grade students identified for services under IDEA in the District of Columbia 

had scores on the NAEP reading test that put them at the “proficient or above” achievement level. 

NOTE: States are ordered by the percentage of students identified for IDEA services scoring at the “basic or above” level. 

DoDEA refers to the Department of Defense Education Agency. For NAEP results only, the presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/; U.S. 

Department of Education, Office of Special Education Programs, Annual Performance Reports, 2003 , from the NCEO Data 

Viewer, http://data.nceo.info/. 

4-33 
Exhibit 4.16. Percentage of eighth-grade students identified for services under IDEA performing at 

“basic or above” and “proficient or above” in reading, by state (2003) 

District of Columbia
 

Hawaii
 

Alabama
 

Nevada
 

Mississippi
 

California
 

Arizona
 

Georgia
 

Utah
 

Arkansas
 

Oklahoma
 

Idaho
 

Louisiana
 

Washington
 

Alaska
 

Florida
 

West Virginia
 

Colorado
 

Delaware
 

Wisconsin
 

New Mexico
 

Pennsylvania
 

Iowa
 NAEP basic 

Indiana or above 

Ohio NAEP proficient Texas or above Maryland 

New York State assessment 

South Dakota proficient or above 

DoDEA 

Minnesota 

South Carolina 

Nebraska 

Michigan 

Kentucky 

New Jersey 

North Dakota 

Oregon 

Rhode IslRhode Island 

Wyoming 

Kansas 

Connecticut 

Illinois 

North CaroNorth Carolina 

Missouri 

Maine 

Virginia 

Tennessee 

New Hampshire 

Massachusetts 

Montana 

Vermont 

0 20 40 60 80 

Percent 

Exhibit reads: One percent of eighth-grade students identified for services under IDEA in the District of Columbia 

had scores on the NAEP reading test that put them at the “proficient or above” achievement level. 

NOTE: States are ordered by the proportion of students identified for IDEA services scoring at the “basic or above” level. DoDEA refers to the 

Department of Defense Education Agency. For NAEP results only, the presented confidence intervals represent plus or minus 1.96 multiplied by 

the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/; U.S. Department of Education, Office of 

Special Education Programs, Annual Performance Reports, 2003, from the NCEO Data Viewer, http://data.nceo.info/.

4-34 
Mathematics. Exhibit 4.17 displays the percentage of children identified for IDEA services 

at the “basic or above” and “proficient or above” achievement levels on the NAEP mathematics 

test for fourth grade in 2003 and the percentage of children identified for IDEA services at the 

“proficient or above” level on state regular assessments for 34 states that reported data. The 

states are ordered from low to high on the basis of the percentage of children identified for IDEA 

services at the NAEP “basic or above” achievement level. 

The percentage of students meeting achievement levels in mathematics in fourth grade 

on NAEP and state regular assessments varied across states. The range of children identified 

for IDEA services at the NAEP “proficient or above” achievement level was 24 percentage 

points, from 2 percent (SE = 0.9) in the District of Columbia to 26 percent (SE = 2.8) in North 

Carolina. The range of children at the NAEP “basic or above” achievement level was 61 

percentage points, from 9 percent (SE = 2.1) in the District of Columbia to 70 percent (SE = 2.7) 

in North Carolina. Three of 34 states with state data reported proficiency rates on regular 

assessments that fell above the upper confidence interval for the percentage of children at the 

basic achievement level in NAEP. Twenty-four states with state data reported proficiency rates 

on regular assessments that fell below the lower confidence interval for the percentage of 

children at the basic achievement level in NAEP. Thirty of 34 states with state data reported 

proficiency rates on regular assessments that fell above the upper confidence interval for the 

percentage of children at the proficient achievement level in NAEP. (See appendix exhibit A4.17 

for values.) 

4-35 
Exhibit 4.17. Percentage of fourth-grade students identified for services under IDEA performing at 

“basic or above” and “proficient or above” in mathematics, by state (2003) 

District of Columbia 

Alabama 

Hawaii 

Arkansas 

Tennessee 

New Mexico 

West Virginia 

Nevada 

Louisiana 

Kentucky 

California 

Idaho 

Pennsylvania 

Colorado 

Georgia 

Oklahoma 

Arizona 

Rhode Island 

Wisconsin 

Alaska 

Iowa 

Mississippi 

Montana 

Washington 

New Jersey 

Maryland 

Maine 

Utah 

Florida 

Delaware 

Ohio 

Illinois 

North Dakota 

New York 

DoDEA 

Oregon 

South Dakota 

Connecticut 

Minnesota 

Kansas 

Indiana 

Michigan 

Virginia 

Nebraska 

Vermont 

Missouri 

Wyoming 

South Carolina 

New Hampshire 

Texas 

Massachusetts 

North Carolih Carolina 

0 

NAEP basic 

or above 

NAEP proficient

or above 

State assessment 

proficient or above

20 40 60 80 

Percent 

Exhibit reads: Two percent of fourth-grade students identified for services under IDEA in the District of Columbia 

had scores on the NAEP mathematics test that put them at the “proficient or above” achievement level. 

NOTE: States are ordered by the percentage of students identified for IDEA services scoring at the “basic or above” level. 

DoDEA refers to the Department of Defense Education Agency. For NAEP results only, the presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/; U.S. 

Department of Education, Office of Special Education Programs, Annual Performance Reports, 2003, from the NCEO Data 

Viewer, http://data.nceo.info/. 

4-36 
 

IDEA Eligibility Category Differences in the Reading and Mathematics 

Achievement of School-Age Students Identified for Services Under IDEA 

The performance data presented thus far—NAEP and state accountability tests—do not 

permit examination of the variation in academic outcomes for students of different eligibility 

categories under IDEA. Therefore, the most recent data available to address this question come 

from two studies from the National Assessment of IDEA ’97: the Special Education Elementary 

Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2). Each 

study included a direct assessment of the academic achievement in reading and mathematics of 

children and youth identified for IDEA services who were able to participate.8 Data reported here 

are from the 2001 SEELS direct assessment, when participants were ages 7 through 14; NLTS2 

data combine the results of assessments conducted in 2002 and 2004, when two successive 

cohorts of youth were ages 16 through 18. Both studies assessed children’s reading and 

mathematics abilities using research editions of subtests of the WJ III. Findings on these subtests 

are reported in the following sections in the form of standard scores, which for the general 

population (including both students with and without disabilities) have a mean of 100 and a 

standard deviation of 15. 

To measure reading achievement, SEELS used research versions of WJ III subtests related 

to letter-word identification and reading passage comprehension. NLTS2 also used the WJ III 

Passage Comprehension subtest, in addition to the subtest on antonyms and synonyms. 

Exhibit 4.18 presents reading scores from SEELS and NLTS2 for their respective age groups. 

Both SEELS and NLTS2 included research versions of WJ III subtests focused on mathematical 

calculations and applied problem solving. Exhibit 4.19 presents mathematics scores for 

elementary/middle and high school students from SEELS and NLTS2, respectively. 

Reading scores for 7- through 14-year-old children identified for IDEA services varied 

by IDEA eligibility category and were significantly lower than those for the general 

population. The mean standard score for children in this age group who were identified for 

services under IDEA was 83.2 on letter-word identification and 82.9 on passage comprehension 

(SE = 0.76 and 0.78, respectively), each 17-points lower than the general population mean of 

100.0 (p < .001 for both comparisons). Across disability categories, mean letter-word 

identification scores ranged from 61.7 for children with mental retardation to 93.7 for children 

with speech or language impairments (SE = 1.56 and 1.07, p < .001), similar to the range of 62.4 

to 92.0 (SE = 1.66 and 1.10) on the Passage Comprehension subtest. All differences in mean 

standard scores on both reading measures between children identified for services under IDEA 

and children in the general population were statistically significant (for p values, see appendix 

exhibits A4.18a and A4.18b). 

Reading scores for 16- through 18-year-old children identified for IDEA services 

varied by IDEA eligibility category and were statistically significantly lower than those for 

the general population. The mean standard scores for this high-school-age group were 87.4 and 

79.2 (SE = 0.68 and 0.82) for the Antonyms/Synonyms and Passage Comprehension subtests, 

respectively, 13 and 21 scale score points lower than the mean scores for the general population 

(p < .001 for both comparisons). The mean score of 79.2 (SE = 0.82) for this age group on the 

Passage Comprehension subtest was significantly lower than their mean score on the 

8	 Ninety-seven percent of SEELS participants and 83 percent of NLTS2 participants took part in the direct 

assessment and have data reported here. 

4-37 
Exhibit 4.18. Mean WJ III reading scores of school-age children identified for services under IDEA: 

ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), by disability category 

WJ III letter-word identification (7- through 14-year-olds) 

93.7 

61.7 

87.0 84.1 92.0 87.3 86.3 84.2 79.1 

67.5 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

Standard score 

General population mean 

78.2 

‡ 

83.2 

WJ III passage comprehension (7- through 14-year-olds) 

82.9 79.8 

92.0 

62.4 

85.0 82.3 89.5 84.5 84.0 76.0 78.0 

65.4 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

Standard score 

General population mean 

‡ 

WJ III antonyms and synonyms (16- through 18-year-olds) 

87.4 89.5 89.9 

65.3 

93.4 

84.1 

94.0 88.2 95.0 

81.3 83.7 

71.6 75.5 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

General population mean 

Standard score 

WJ III passage comprehension (16- through 18-year-olds) 

79.2 81.9 81.4 

55.7 

84.2 

75.7 

84.7 78.8 85.8 

69.6 74.1 

61.5 66.3 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

General population mean 

Standard score 

Exhibit reads: Seven- through 14-year-olds identified for services under IDEA had a mean score of 83 on the 

letter-word identification subtest. 

‡ Did not meet reporting standards. 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language 

impairments (SP), mental retardation (MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic 

impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness 

(DB). SEELS administered a research edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. NLTS2 

administered a research edition of the WJ III in Waves 2 and 4 of the study (2002 and 2004, respectively). Each wave of testing included 

students who were 16- through 18-years-old at the time of administration. All measures are based on a general population mean of 100 

and a standard deviation of 15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study 

(SEELS), direct assessment, 2001; U.S. Department of Education, Institute of Education Sciences, National Center for Special Education 

Research, National Longitudinal Transition Study-2 (NLTS2), direct assessment, 2002 and 2004. 

4-38 
Antonyms/Synonyms subtest (87.4, SE = 0.68, p < .001) and significantly lower than the mean 

score on Passage Comprehension for the 7- through 14-year old group represented in SEELS 

(82.9, SE = 0.78, p < .001) . The mean scores ranged from 55.7 to 85.8 (SE = 1.41 and 1.10) on 

the Passage Comprehension subtest and from 65.3 to 95.0 (SE = 1.06 and 0.86) on the 

Antonyms/Synonyms subtest across disability categories. On both measures, youth with mental 

retardation had the lowest scores, and youth with other health impairments had the highest 

scores. As with the younger age group, all disability category differences between youth 

represented by NLTS2 and those in the general population were statistically significant (for 

p values, see appendix exhibits A4.18c and A4.18d). 

Mathematics scores for 7- through 14-year-old children identified for IDEA services 

varied by IDEA eligibility category and were significantly lower than those for the general 

population for all but two IDEA eligibility categories. Exhibit 4.19 presents mean standard 

scores on the Calculation and Applied Problems subtests for children identified for services 

under IDEA that were 91.9 and 90.1, respectively (SE = 0.71 and 0.76), significantly lower than 

scores for the general population (p < .001 for both comparisons) but significantly higher than 

their own reading scores (p < .001 comparing scores for the Applied Problems subtest and the 

two reading subtests). Calculation subtest scores ranged from 71.3 to 99.8 (SE = 1.63 and 1.14) 

across disability categories, and scores ranged from 66.1 to 99.3 for applied problems (SE = 3.15 

and 1.26, p < .001). On both measures, youth with mental retardation had the lowest scores, and 

youth with speech or language impairments had the highest scores. Unlike for reading, in which 

children in all disability categories averaged scores that were significantly below those of the 

general population, children with speech or language impairments did not differ from the general 

population on either mathematics measure, with means of 99.8 and 99.3 (SE = 1.14 and 1.26) on 

calculation and applied problems subtests, respectively. Children with visual impairments also 

had a mean score on the Calculation subtest that did not differ significantly from that of general 

population peers (97.8, SE = 1.83). Significant differences between the general population and 

children identified for services under IDEA were apparent for all other categories, however, on 

both mathematics subtests (for p values, see appendix exhibits A4.19a and A4.19b). 

Mathematics scores for 16- through 18-year-old children identified for IDEA services 

varied by IDEA eligibility category and were significantly lower than the general 

population. Mean standard scores on the Calculation and Applied Problems subtests for this age 

group of youth identified for special education services under IDEA were 83.8 and 85.2, 

respectively (SE = 0.83 and 0.69), significantly lower than scores for the general population 

(p < .001). Across disability categories, Calculation subtest scores ranged from 61.4 for youth 

with mental retardation to 92.2 for youth with visual impairments (SE = 1.43 and 1.14); Applied 

Problems mean scores ranged from 63.4 for youth with mental retardation to 88.4 for youth with 

other health impairments (SE = 1.31 and 0.98). All differences on both measures between the 

general population and youth in all disability categories were statistically significant (for 

p values, see appendix exhibits A4.19a, A4.19b). Both mathematics scores for youth identified 

for services under IDEA were significantly higher than their mean score for reading passage 

comprehension (79.2, SE = 0.82, p < .001), whereas the Calculation subtest score was 

significantly lower than the mean score on the Antonyms/Synonyms subtest (87.4, SE = 0.68, 

p < .001; for p values, see appendix exhibits A4.19c and A4.19d). 

4-39 
Exhibit 4.19. Mean WJ III mathematics scores of school-age children identified for services under 

IDEA: ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), by disability 

category 

WJ III calculation (7- through 14-year-olds) 

91.9 89.9 

99.8 

71.3 

90.9 94.2 97.8 91.4 89.7 86.5 85.8 

73.3 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

General population mean 

Standard score 

‡ 

WJ III applied problems (7- through 14-year-olds) 

90.1 88.4 

99.3 

67.4 

89.8 86.8 94.6 88.8 89.4 

73.7 

83.5 

66.1 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

LD SP MR ED HI VI OI OHI AUT TBI MD DB* 

General population mean 

Standard score 

‡ 

WJ III calculation (16- through 18-year-olds) 

83.8 86.1 91.7 

61.4 

86.2 91.5 92.2 

82.6 88.2 80.3 80.0 

65.7 

77.7 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

General population mean 

Standard score 

WJ III applied problems (16- through 18-year-olds) 

85.2 88.3 87.9 

63.4 

88.2 84.0 87.6 79.8 

88.4 

71.2 

80.6 

62.9 

72.7 

0 

20 

40 

60 

80 

100 

120 

All 

SWD 

SLD SP MR ED HI VI OI OHI AUT TBI MD DB 

General population mean 

Standard score 

Exhibit reads: 7- through 14-year-olds identified for services under IDEA had a mean score of 92 on the calculation 

subtest. 

NOTE: Disability categories are: All students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), 

mental retardation (MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health 

impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness (DB). SEELS administered a research 

edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. NLTS2 administered a research edition of the WJ III in Waves 2 

and 4 of the study (2002 and 2004, respectively). Each wave of testing included students who were 16- through 18-years-old at the time of 

administration. All measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct 

assessment, 2001; U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National 

Longitudinal Transition Study-2 (NLTS2), direct assessment, 2002 and 2004. 

4-40 
School Completion 

As a result of federal mandates, as well as state and local policies and reforms, school 

completion is becoming a widely used measure of school performance and an important outcome 

for youth with disabilities (Education Commission of the States 2007; Lehr, Hansen, Sinclair and 

Christenson, 2003). The consequences of not completing high school have been well 

documented. For example, studies of the general population have revealed higher unemployment 

rates and lower wages among dropouts than among high school graduates (U.S. Department of 

Labor 2003). Furthermore, youth who leave school without a diploma are less likely to enroll in 

postsecondary education (National Center for Education Statistics 2004) and more likely to 

experience negative health and social outcomes, including substance abuse (Swaim and Beavis 

1997) and crime and arrests (APA Commission on Youth Violence 1993; Office of Juvenile 

Justice and Delinquency Programs 1995), than their peers who obtain a diploma. Similar 

differences in the outcomes for dropouts and high school completers have been found among 

youth with disabilities (e.g., Hasazi, Gordon, and Roe 1985; Wagner et al. 2005; Blackorby and 

Wagner 1996). 

This section presents data on school completion for youth identified for IDEA services from 

1998 to 2005, as well as comparison data for the total population. Four categories of information 

are presented: 

 school completion rates across time (1998-2005); 

 school completion rates by disability category (2005); 

 school completion rates by disability cluster (2003, 2004, 2005); and 

 comparison of state graduation rates for students identified for services and total 

population. 

Data on school completion are presented in two ways. Exhibits 4.20 through 4.25 display 

data on the proportion of youth identified for IDEA services exiting school in a particular year 

who graduated with a diploma, received a certificate of completion, reached the maximum age, 

or dropped out. Thus, for a given year, rates for graduates, dropouts, those who reached the 

maximum age for services (i.e., “aged out” at age 21), and those who received a certificate of 

completion are calculated by the respective exit category as the numerator and the sum of all four 

exit categories as the denominator. These rates should be interpreted cautiously since definitions 

of school exit categories vary across states; observed differences in rates across states may reflect 

definitional differences as well as differences in exit patterns. Comparisons of state Averaged 

Freshman Graduation Rates (AFGR) are presented in exhibit 4.26. The AFGR provides an 

estimate of the percentage of high school youth who graduate within 4 school years by dividing 

the number of graduates with regular di0plomas by the estimated size of the incoming freshman 

class 4 years earlier. Data on the school exit status for youth identified for IDEA services come 

from OSEP’s Section 618 data (DANS), and those for the total population come from the 

Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary 

Education. 

Change in Rates of Graduation, Dropout, Certificate Receipt, and Reaching the 

Maximum Age for Services (1998 Through 2005) 

For youth identified for services under IDEA, the rate of graduating with a regular 

diploma decreased by 1 percentage point from 1998 to 2005, and the rate of receiving a 

4-41 
4-42

certificate of completion increased by 4 percentage points (see exhibit 4.20). During this 

period, the graduation rate went from 58 percent to 57 percent, with a high of 62 percent in 2001 

and a low of 55 percent in 2003 and 2004, and the rate of exiting secondary school with a 

certificate of completion went from 11 percent in 1998 to 15 percent in 2004 and 2005. Dropout 

rates among youth identified for IDEA services were 29 percent in 1998 and reached a low of 

26 percent in 2005 and a high of 31 percent in 2003. The percentage of youth who aged out of 

secondary school went from 2 percent in the 1998 through 2000 time frame to 1 percent in 

subsequent years. (See appendix exhibit A4.20 for values.) 

Exhibit 4.20. National percentage of youth identified for services under IDEA no longer in high 

school, by exit type (1998–2005)

58 57

11 11 11

11 14

13 15 15

29 29 29 26 25

31 28 26

0

20

40

60

80

100

2005

Dropout

Maximum age

Certificate

Percent

58

55 57

62 60

1998 1999 2000 2001

Year

2002 2003 2004

55

2 2 2

1 1

1 1 1

Diploma

Exhibit reads: Nationwide, in 1998, 29 percent of youth who had been identified for services under IDEA and had 

exited high school had done so by dropping out.

SOURCE: U.S. Department of Education, Office of special Education Programs, Data Analysis System (DANS) as of 

June 10, 2008.

Rates of School Exit, by Disability Category in 2005

In 2005, how youth identified for IDEA services exited school varied by disability 

category (see exhibit 4.21); youth with visual impairments had the highest rates of 

graduating with a regular diploma (73 percent). Youth with mental retardation had the lowest 

graduation rate among exiting youth identified for IDEA services (37 percent). 
4-43

The dropout rate was highest for youth with emotional disturbance (45 percent) in 2005. 

Representing the category with the lowest dropout rate were youth with autism (9 percent). 

In 2005, youth with mental retardation had the highest rate of exiting secondary school with 

a certificate of completion (36 percent). The percentage of youth exiting with a certificate was 

lowest for youth with speech or language impairments (9 percent). 

Youth with multiple disabilities were the most likely to leave secondary school because they 

reached the maximum age of 21 for service; 9 percent aged out in 2005. The percentages leaving 

secondary school because of reaching the maximum age of 21 were lowest for youth in the 

speech or language impairments and specific learning disabilities categories. (See appendix 

exhibit A4.21 for values.) 

Exhibit 4.21. National percentage of school-age youth who had been identified for services under 

IDEA and were no longer in high school, by exit type and disability category (2005)

0

20

40

60

80

100

All

SWD

SLD SP MR ED HI VI

Disability category

OI OHI AUT TBI MD DB

62

13

0

25

9

0

68

23

36

5

37

22

Percent

15

57

26

1

10

44

45

1

17

66

15

3

15

68

10

8

27

57

9

7

12

64

24

1

27

45

19

9

14

73

11

2

20

64

12

4

16

69

13

1

Dropout

Maximum age

Certificate

Diploma

57

Exhibit reads: Nationwide, 26 percent of children who had been identified for services under all IDEA disability 

categories and had exited high school did so by dropping out.

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language 

impairments (SP), mental retardation (MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), 

orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities 

(MD), deaf-blindness (DB).

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS) as of 

June 10, 2008.
Rates of School Exit, by Disability Cluster (2003 Through 2005) 

Exhibits 4.22 through 4.25 illustrate school exiting patterns, by major groups of disability 

categories and by individual categories for youth exiting in 2003, the year before the most recent 

IDEA reauthorization, through 2005. For these analyses, disability categories have been 

combined into three clusters as recommended by the President’s Commission on Excellence in 

Special Education (PCESE 2002): According to the Commission’s recommendations, the 

sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), 

or deaf-blindness (DB); the physical disability cluster includes youth with autism (AUT), 

multiple disabilities (MD), other health impairments (OHI), orthopedic impairments (OI), or 

traumatic brain injury (TBI); the developmental disability cluster includes youth with specific 

learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or 

emotional disturbance (ED). 

Graduation rates increased by 1 to 2 percentage points for youth in all three disability 

clusters from 2003 to 2005 (see exhibit 4.22). For example, rates of graduation for youth with 

developmental disabilities went from 54 percent in 2003 to 56 percent in 2005. Youth with 

sensory disabilities had higher rates of exiting secondary school with a diploma than did those 

with physical or developmental disabilities in the 2003 through 2005 time frame. Within the 

sensory disabilities cluster, graduation rates changed by less than 2 percentage points for youth 

with visual or hearing impairments; whereas graduation rates among exiting youth with deafblindness increased by 16 percent (from 52 percent in 2003 to 68 percent in 2005). In the 

physical disabilities cluster, youth with multiple disabilities had the lowest graduation rates 

across all three years, and this was the only group for which graduation rates declined from 2003 

to 2005 (48 percent to 45 percent).Among youth in the developmental disability cluster, youth 

with mental retardation exited school with the lowest graduation rate, and this was the only 

category in this cluster that experienced a decline in graduation rates from 2003 to 2005 

(39 percent to 37 percent). (See appendix exhibit A4.22 for values.) 

4-44 
Exhibit 4.22. National percentage of school-age youth identified for services under IDEA exiting high 

school with a diploma, by disability cluster and category (2003 through 2005) 

All disabilities, by cluster Sensory disabilities, by disability category 

0 

2003 2004 2005 

30 

40 

50 

60 

70 

80 

// 

   



  

Year 

0 

2003 2004 2005 

30 

40 

50 

60 

70 

80 

// 

Year 

Physical disabilities, by disability category Developmental disabilities, by disability category 





 

Year 

0 

2003 2004 2005 

30 

40 

50 

60 

70 

80 

// 

  

   

0 

2003 2004 2005 

30 

40 

50 

60 

70 

80 

// 

Year 

Exhibit reads: The percentage of youth with sensory disabilities who exited school with a regular diploma went 

from 69 percent in 2003 to 70 percent in 2005. 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness 

(DB); the physical disability cluster includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), 

orthopedic impairments (OI), or traumatic brain injury (TBI); the developmental disability cluster includes youth with specific 

learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or emotional disturbance (ED). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, 

and 2005 as of June 10, 2008. 

Youth in the developmental disabilities cluster had the highest dropout rates across all 

three years, and those in the sensory disabilities cluster had the lowest rates during this 

period (see exhibit 4.23). For all three disability clusters, dropout rates declined by an average 

of 3 percentage points from 2003 to 2004 and by another 2 percentage points from 2004 to 2005. 

Within the sensory disabilities cluster, the dropout rate for youth with visual impairments 

deviated from the general pattern of a steady decline, with an increase from 2003 to 2004 (18 to 

22 percent) and a decrease of 12 percentage points from 2004 to 2005 (22 to 10 percent).Among 

youth in the physical disabilities cluster, youth with other health impairments had the highest 

4-45 
dropout rates across all three years, and youth with autism had the lowest rates of exiting school 

by dropping out. In the developmental disability cluster, dropout rates for youth with emotional 

disturbance were much higher than for youth with other developmental disabilities across all 

three years and decreased at a greater rate from 2003 to 2005 (52 percent to 45 percent). (See 

appendix exhibit A4.23 for values.) 

Rates of exiting secondary school with a certificate of completion increased by 

2 percentage points from 2003 to 2005 across all three disability clusters (see exhibit 4.24). 

Only certification rates of receiving a certificate of completion increased for youth in the sensory 

disabilities cluster (ranging from 11 percent to 16 percent in 2003 to 14 percent to 16 percent in 

2005), except for youth with deaf-blindness whose certification rates decreased by 1 percentage 

point). In the physical disabilities cluster, youth with other health impairments had the lowest 

rates of exiting school with a certificate of completion (11 percent in 2003 to 12 percent in 

2005). Youth with autism and those with multiple disabilities had the highest rates of exiting 

school with a certificate of completion (21 and 23 percent in 2003 to 27 percent for each 

category in 2005). Among youth in the developmental disabilities group, rates of exiting school 

with a certificate were higher for youth with mental retardation than those in the other disability 

categories, and youth with mental retardation experienced the greatest increase in certification 

rates (from 30 percent in 2003 to 36 percent in 2005). (See appendix exhibit A4.24 for values.) 

Rates of exiting secondary school by reaching the maximum age were less than 

3 percent across all three disability clusters and years (see exhibit 4.25) and changed by less 

than 0.5 percent from 2003 to 2005. In the sensory disabilities cluster, the rate of exiting school 

by reaching the maximum age was higher for youth with deaf-blindness than for youth with a 

vision or a hearing impairment, and the rate of aging out for youth with deaf-blindness changed 

the most, decreasing by 6 percentage points (from 14 percent in 2003 to 8 percent in 2005). In 

the physical disabilities cluster, youth with multiple disabilities had the highest rates of aging out 

of secondary school across all three years (almost 9 percent in 2003 and 2005); whereas youth in 

the other health impairments category had the lowest ageout rates across the same time period 

(close to 0.5 percent each year). Among disability categories in the developmental disability 

cluster, youth with mental retardation were the most likely to age out of secondary school (more 

than 4 percent all three years), compared with rates of less than 1.5 percent for youth in the other 

disability categories within this cluster. (See appendix exhibit A4.25 for values.) 

4-46 
Exhibit 4.23. National percentage of school-age youth identified for services under IDEA exiting high 

school by dropping out, by disability cluster (2003 through 2005) 

All disabilities, by cluster Sensory disabilities, by disability category 

0 

2003 2004 2005 

10 

20 

30 

40 

50 

60 





  

 



Year 

0 

2003 2004 2005 

10 

20 

30 

40 

50 

60 

Year 

Physical disabilities, by disability category Developmental disabilities, by disability category 









0 

2003 2004 2005 

10 

20 

30 

40 

50 

60 

Year 



0 

200 3 2004 2005 

10 

20 

30 

40 

50 

60 

Year 









 



Exhibit reads: The percentage of youth with developmental disabilities who exited school by dropping out went from 

32 percent in 2003 to 27 percent in 2005. 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness (DB); 

the physical disability cluster includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), orthopedic 

impairments (OI), or traumatic brain injury (TBI); the developmental disability cluster includes youth with specific learning disabilities 

(SLD), speech or language impairments (SP), mental retardation (MR), or emotional disturbance (ED). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, and 

2005 as of June 10, 2008. 

4-47 
Exhibit 4.24. National percentage of school-age youth identified for services under IDEA exiting high 

school by receiving a certificate of completion, by disability cluster (2003 through 2005) 



All disabilities, by cluster Sensory disabilities, by disability category 

0 

2003 2004 2005 

10 

20 

30 

40 

Year 



 

  



0 

2003 2004 2005 

10 

20 

30 

40 

Year 

Physical disabilities, by disability category Developmental disabilities, by disability category 

0 

2003 2004 2005 

10 

20 

30 

40 

Year 

  



0 

2003 2004 2005 

10 

20 

30 

40 

Year 



  



  

Exhibit reads: The percentage of youth with physical disabilities who exited school by receiving a certificate of 

completion went from 14 percent in 2003 to 16 percent in 2005. 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness 

(DB); the physical disability cluster includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), 

orthopedic impairments (OI), or traumatic brain injury (TBI); the developmental disability cluster includes youth with specific 

learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or emotional disturbance (ED). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, 

and 2005 as of June 10, 2008. 

4-48 
Exhibit 4.25. National percentage of school-age youth identified for services under IDEA exiting high 

school by reaching the maximum age for service, by disability cluster (2003 through 

2005) 

All disabilities, by cluster 

0 

2003 2004 2005 

5 

10 

15 

20 

Year 

      



Sensory disabilities, by disability category 

0 

2003 2004 2005 

5 

10 

15 

20 

Year 

Physical disabilities, by disability category 

0 

2003 2004 2005 

5 

10 

15 

20 

Year 

   

Developmental disabilities, by disability category 

0 

2003 2004 2005 

5 

10 

15 

20 

Year 



   

  

Exhibit reads: The percentage of youth with physical disabilities who exited school by reaching the maximum age 

for service went from 3 percent in 2003 to under 3 percent in 2005. 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness 

(DB); the physical disability cluster includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), 

orthopedic impairments (OI), or traumatic brain injury (TBI); the developmental disability cluster includes youth with specific 

learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or emotional disturbance (ED). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, and 

2005 as of June 10, 2008. 

4-49 
 

Change in Averaged Freshman Graduation Rates (1998 Through 2005) 

Exhibit 4.26 shows the Averaged Freshman Graduation Rate (AFGR) for youth identified 

for IDEA services and for the total population in 2005, as well as the average AFGR for the 

years 1998 to 2004. The AFGR provides an estimate of the percentage of high school students 

who graduate in 4 years, using aggregate student enrollment data to estimate the size of an 

incoming freshman class and aggregate counts of the number of graduates 4 years later. This 

estimate is not a true cohort graduation rate that uses longitudinal data on individual students 

who enter ninth grade for the first time in a given year and graduate 4 years later. Though the 

AFGR has a number of limitations, it is an estimate of graduation rates that can be calculated 

with available data. To estimate the size of the incoming freshman class, counts for youth 

identified for IDEA services are based on age, whereas, counts for youth in the total population 

are based on their grade level.9 

Nationwide, 46 percent of youth identified for IDEA services and estimated to be 

enrolled as of 4 years prior completed secondary school with a regular diploma in 2005, 

29 percentage points below the rate for youth in the total population nationwide who 

received a regular diploma that year (75 percent).10 The AFGR in 2005 for youth identified 

for IDEA services ranged across states from 17 percent in Louisiana to 78 percent in 

Pennsylvania. For the total population of youth, the AFGR ranged from 56 percent in Nevada to 

91 percent in New Jersey. The 7-year average AFGR for 1998 to 2004 ranged from 16 percent in 

Mississippi and Alabama to 73 percent in New Jersey for youth identified for IDEA services, and 

for the total population this average ranged from 59 percent and 60 percent in South Carolina and 

Georgia to 90 percent in New Jersey. 

The greatest gap between the 2005 AFGR for youth identified for IDEA services and the 

total population occurred in Arizona with a difference of 56 percentage points. The state with the 

smallest difference between youth identified for IDEA services and the total population in the 

percentage of the estimated freshman class receiving a regular diploma in 2005 was 

Pennsylvania (5 percentage points). For the 1998 to 2004 period Hawaii had the smallest gap 

(9 percentage points), and with a difference of 48 percentage points, 4 states, Nebraska 

Louisiana, Nevada, and Alabama, had the greatest gap between the AFGR rates of youth 

identified for IDEA services and the total population. (See appendix exhibit A4.26 for values.) 

9 More detailed information on the AFGR as a measure of graduation rates is presented in the notes to exhibit 

A4.26 in the appendix. 10 Comparisons between children identified for services under IDEA and the total population, as well as 

comparisons between states, should be treated with caution because of limitations of the data sources. See the 

notes to exhibit A4.26 for further information. 

4-50 
Exhibit 4.26. Averaged freshman graduation rate of school-age youth identified for services under 

IDEA and total population, by state (2005 and 1998–2004 average) 

National
 Louisiana
 Mississippi
 Alabama

Nevada
 South Carolina
 District of Columbia
 Georgia

Arizona

Ohio
 Virginia
 Alaska

Michigan New Mexico

Tennessee
 Texas
 Florida
 Oregon New York

California
 North Carolina
 Colorado
 Indiana
 Delaware
 Maryland
 Idaho

South Dakota
 Vermont
 Kentucky

Wyoming Rhode Islhode Island

Massachusetts
 Maine
 Nebraska
 North Dakota
 West Virginia
 Montana Children identified Missouri
 Hawaii
 for services under
 

Wisconsin
 IDEA, average Iowa 1998-2004 Utah
 Connecticut
 Children identified
 

Minnesota
 for services under

New Hampshire IDEA, 2005 Arkansas

Oklahoma
 Total population
 Kansas
 average 199erage 1998-2004 New Jersey

Pennsylvania Total population 2005 Illinois

Washington
 

0 20 40 60 80 100 

Percent	 

Exhibit reads: In Louisiana, 17 percent of the estimated enrollment of students identified for IDEA services 4 years prior to 2005 

graduated with a regular diploma in 2005. 

NOTE: States are ordered by the graduation rate of youth identified for services under IDEA in 2005. Vertical lines represent national rates. The Averaged Freshman 

Graduation Rate (AFGR) uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of graduates 4 

years later. For a given year, the freshman class size four years prior is estimated by summing the enrollment in 8th grade 4 years prior, 9th grade for the next year, and 

10th grade for the year after and then dividing by 3. The averaging is intended to account for higher grade retentions in the 9th grade. To calculate the AFGR, the number of 

diplomas awarded in a year serves as the numerator, and the averaged freshmen class enrollment serves as the denominator (for more information about the use of the 

AFGR for the general population, go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008053). Using data from the Common Core of Data (CCD), the formula for 

calculating the AFGR for youth in the total population is shown below. 

AFGR formula for youth in the total population for 2005-06 school year: 

Regular High School Diplomas Awarded at End of 2005-06 School Year

Enrollment in (Grade 8 in fall 2001 + Grade 9 in fall 2002 + Grade 10 in fall 2003)/3 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, retrieved April 19, 2008, from 

http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 

2007, from http://www.nces.ed.gov/ccd/bat/.

4-51 
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Development Institute, National Early Childhood Technical Assistance Center. 

Markowitz, J., Carlson, E., Frey, W., Riley, J., Shimshak, A., Heinzen, H., Strohl, J., Klein, S. 

and Lee, H. (2006). Preschoolers With Disabilities: Characteristics, Services, and Results. 

Wave 1 Overview Report From the Pre-Elementary Education Longitudinal Study (PEELS). 

Washington, DC: National Center for Special Education Research. 

Merrell, K.W. (2002). Preschool and Kindergarten Behavior Scales, Second Edition. Austin, 

TX: PRO-ED. 

National Research Council. (2002). Minority Students in Special and Gifted Education. M.S. 

Donovan and C.T. Cross, (Eds.). Washington, DC: National Academy Press. 

National Education Goals Panel. (1995). Reconsidering Children’s Early Development and 

Learning: Toward Common Views and Vocabulary. Washington, DC: Author. 

NLTS2. (2003). Table 93. Youth Has an Individualized Education Plan (IEP) or 504 Plan Now. 

Retrieved June 27, 2008, from http://www.nlts2.org/data_tables/tables/7/NPR1D1afrm.html. 

Office of Juvenile Justice and Delinquency Programs. (1995). Juvenile Offenders and Victims: A 

National Report. Pittsburgh, PA: National Center on Juvenile Justice. 

Office of Special Education and Rehabilitative Services. (1991). Joint Policy Memorandum 

(ADD). Washington, DC: U.S. Department of Education. 

Perie, M., Grigg, W., and Dion, G. (2005). The Nation’s Report Card: Mathematics 2005 (NCES 

2006-453). U.S. Department of Education, Institute of Education Sciences, National Center 

for Education Statistics. Washington, DC: U.S. Government Printing Office. 

Perie, M., Grigg, W., and Donahue, P.L. (2005). The Nation’s Report Card: Reading 2005. 

(NCES 2006-451). U.S. Department of Education, Institute of Education Sciences, National 

Center for Education Statistics. Washington, DC: U.S. Government Printing Office. 

President’s Commission on Excellence in Special Education. (2002). A New Era: Revitalizing 

Special Education. Washington, DC: U.S. Department of Education. 

Scarborough, A.A., Hebbeler, K.M, Simeonsson, R. J., and Spiker, D. (2007). Caregiver 

Descriptions of the Developmental Skills of Infants and Toddlers Entering Early Intervention 

Services. Journal of Early Intervention, 29(3): 207–227. 

R-2 
Scott-Little, C., Kagan, L.S., and Stebbins, V.S. (2005). Inside the Content: The Breadth and 

Depth of Early Learning Standards. Greensboro, NC: SERVE. 

SEELS. (2005). Declassification—Students Who Leave Special Education. A Special Topic 

Report From the Special Education Elementary Longitudinal Study. Menlo Park, CA: SRI 

International. Available at http://www.seels.net/designdocs/SEELS_Declass_FINAL.pdf. 

Spiker, D., Hebbeler, K., Wagner, M., Cameto, R., and McKenna, P. (2000). A Framework for 

Describing Variations in State Early Intervention Systems. Topics in Early Childhood 

Special Education, 20(4): 195–207. 

Stoneberg, B.D. (2007). Using NAEP to Confirm State Testing Results in the No Child Left 

Behind Act. Practical Assessment, Research & Evaluation, 12(5). 

Swaim, R. C., and Beavis, F. (1997). The Effect of School Dropout Rates on Estimates of 

Adolescent Substance Abuse. American Journal of Public Health, 87: 51–60. 

U.S. Department of Labor. (2003). Earnings by Educational Attainment and Sex, 1979 and 2002. 

Retrieved September 16, 2008, from http://www.bls.gov/opub/ted/2003/oct/wk3/art04.htm. 

Walker, D., Singer, J., Palfrey, J., Orza, M., Wenger, M., and Butler, J. (1988). Who Leaves and 

Who Stays in Special Education: A 2-Year Follow-Up Study. Exceptional Children, 54: 

393–402. 

Wagner, M. (2003). An Overview of the School Programs of Secondary School Students With 

Disabilities. In M. Wagner, L. Newman, R. Cameto, P. Levine, and C. Marder, Going to 

School: Instructional Contexts, Programs, and Participation of Secondary School Students 

With Disabilities. Menlo Park, CA: SRI International. Available at 

http://www.nlts2.org/reports/2003_12/nlts2_report_2003_12_ch4.pdf. 

Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A 

First Look at the Postschool Experiences of Youth With Disabilities. Menlo Park, CA: SRI 

International. 

Woodcock, R.W., McGrew, K.S., and Mather, N. (2001). Woodcock-Johnson Tests of Academic 

Achievement. Itasca, IL: Riverside Publishing. 

R-3 
Appendix A1. Database Descriptions 

Modified from the Original: 

Abt Associates & Westat. (2007). Design of the National Assessment of Progress 

Under the Individuals with Disabilities Education Improvement Act: Extant Data 

Report. Rockville, MD: Westat
 

A1-1
 

 

 

Common Core of Data (CCD)1 

Overview 

The Common Core of Data (CCD) is a data collection program of the U.S. Department of Education’s 

National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public 

schools, public school districts, and state education agencies (SEAs) in the United States. 

The CCD is the Department of Education’s primary database on public elementary and secondary 

education in the United States. The CCD is a comprehensive, annual, national statistical database of all 

public elementary and secondary schools and school districts that contains data designed to be 

comparable across all states. The CCD data are population counts for states, school districts, and schools, 

including Department of Defense and Bureau of Indian Education (BIE) schools.2

 No student-level data 

are collected as part of the CCD. 

Scope/Topic 

CCD contains three categories of information: general descriptive information on schools and school 

districts, data on students and staff, and fiscal data. The general descriptive information includes name, 

address, phone number, and type of locale; the data on students and staff include selected demographic 

characteristics; and the fiscal data cover revenues and current expenditures. Designation of whether a 

child has an Individualized Education Program (IEP) is included in the data collection. 

CCD student enrollment counts (membership counts) by grade level are submitted annually to NCES by 

all 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the 

Commonwealth of the Northern Marianas Islands, and the U.S. Virgin Islands), the Department of 

Defense (DOD) dependents school system (overseas and domestic), and the BIE. BIE schools were added 

in 1998–99. 

Sampling Strategy 

No sampling is used. 

Data Collection Methods 

The CCD comprises five surveys sent to state education departments, the District of Columbia, Puerto 

Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Marianas 

Islands, and the U.S. Virgin Islands), the DOD dependents school system (overseas and domestic), and 

the BIE. Most of the data are obtained from administrative records maintained by the SEAs and above 

mentioned entities. They compile CCD-requested data into prescribed formats and transmit the 

information to NCES. 

1

 http://nces.ed.gov/ccd 

2 The Bureau of Indian Education (BIE), Bureau of Indian Affairs (BIA), U.S. Department of the Interior compiles a directory of 

BIA-funded schools that includes the name of each school, location, and number of teachers and students. NCES primarily uses 

this directory to obtain the counts of schools, teachers and students for inclusion the CCD dataset. 

Appendix A1 Page A1-3 
Respondents and Response Rate 

Statistical information is collected annually from public elementary and secondary schools 

(approximately 94,000); public school districts (approximately 17,000); the 50 states, the District of 

Columbia; the DOD Schools; and BIE. 

For 1998–1999 when the BIE schools did not report data for the school year, student membership (student 

enrollment) data were imported from a public website. Imputations and adjustments are made to create 

each CCD data file. However, no other imputations or adjustments were made for the outlying areas, 

including BIE schools, for other years. Detailed data file information of the State Nonfiscal Public 

Elementary/Secondary Education Survey Data is available at http://nces.ed.gov/ccd/stnfis.asp. 

Timing 

These data are collected annually. Data are available in electronic format dating back to 

1993–1994; earlier data are also available. 

Availability 

CCD has publicly available online data files (http://nces.ed.gov/ccd/ccddata.asp) and application tools to 

create customized tables of CCD public school data from multiple years and for states, districts, and 

schools (http://nces.ed.gov/ccd/search.asp). Build-A-Table provides access to enrollment data and enables 

users to format basic tables. Access to the restricted-use data files is available by license only because 

potentially identifiable information is protected by law. 

Contact for Nonfiscal Data: 

John Sietsema 

Elementary/Secondary and Libraries Studies Division 

National Center for Education Statistics 

1990 K Street, NW 

Washington, DC 20006-5651 

Phone: (202) 502-7425 

E-mail: john.sietsema@ed.gov 

Contact for Fiscal Data: 

Frank Johnson 

Elementary/Secondary and Libraries Studies Division 

National Center for Education Statistics 

1990 K Street, NW 

Washington, DC 20006-5651 

Phone: (202) 502-7362 

E-mail: frank.johnson@ed.gov 

Appendix A1 Page A1-4 
 

 

The Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K)3 

Overview 

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) is funded by the U.S. 

Department of Education’s National Center for Educational Statistics (NCES). ECLS-K includes a 

nationally representative sample of kindergarteners, their teachers, parents, and schools and focuses on 

children’s early school experiences from kindergarten to middle school (eighth-grade). In the base year, 

the ECLS-K data set included information on 21,000 children attending more than 1,200 public and 

private schools. Children in the sample come from diverse socioeconomic and racial/ethnic backgrounds, 

represent both public and private schools, and attended both full-day and part-day kindergarten programs. 

ECLS-K is designed to provide descriptive information on children’s cognitive, social, emotional, and 

physical development as they enter school, transition to kindergarten, and progress through school. Some 

key areas examined include school readiness, the relationship between the kindergarten experience and 

later school performance, and growth in cognitive and non-cognitive domains. Also included in the data 

set is information on the child’s home environment, home educational activities, school and classroom 

environment, and teacher qualifications. 

Scope/Topic 

The ECLS-K is a multi-faceted, longitudinal study that includes data on (1) the achievement of children 

beginning with their entry into formal schooling until eighth- grade; (2) the developmental status of 

children in the United States upon entry to formal schooling until eighth-grade; (3) the relationships 

among children, families, and schools as children progress through their formal school experiences; and 

(4) the nature and quality of kindergarten programs in the United States during the 1998-1999 school 

year. Major areas examined in the survey in the ECLS-K include children’s growth and development 

(both cognitive and non-cognitive), children’s health, children’s transitions to non-parental care and 

education programs, kindergarten and beyond, and school readiness. 

Sampling Strategy 

ECLS-K used a clustered, primary sampling unit (PSU) multi-stage design for sample selection; schools 

were selected first and then students within each of the selected schools were randomly selected. Private 

schools, private school children, and Asian and Pacific Islander children were all oversampled. Children 

with disabilities were not oversampled in the ECLS-K. Many of the children in the sample are identified 

as needing special education services and begin receiving services over the life of the study. Thus, the 

sample of children receiving special education services increases in size between kindergarten and fifthgrade. 

Data Collection Methods 

Data collection methods varied according to the type of respondent. Data were collected from children 

through direct, one-on-one assessments as well as student surveys in third-, fifth-, and eighth-grade. 

Information about the child’s reading and mathematics skills and knowledge, general knowledge in 

kindergarten and first-grade, and science knowledge in third-, fifth-, and eighth-grade were collected 

through the direct assessments. Direct assessments also included measurements of height and weight, and 

psychomotor skills were assessed in the fall of kindergarten. The student surveys collected data on 

perceptions of competence and skills, school experiences and activities, and diet. Teachers and school 

3 http://nces.ed.gov/ecls/Kindergarten.asp 

Appendix A1 Page A1-5 
 

administrators completed surveys about the classroom and school environment, classroom instruction, 

and teacher background. Additional school information was collected through a school records abstract 

and school facilities checklist. Parent data were collected through a phone interview by a trained 

interviewer that is recorded using computer assisted interviewing methods. If a child’s family did not 

have a telephone, the parent interview was conducted in person. 

ECLS-K gathered information on children with a disability through the parent interview, special 

education teacher survey, and school records abstracts, including whether a child (1) has an IEP and (2) is 

receiving special education services (both from school records). Data are available on what services 

children receive. 

ECLS-K Indicators and Technical Information 

The ECLS-K assessed children through direct and indirect Assessment Measures. Direct assessments 

include cognitive assessments, a self-description questionnaire, and physical and motor specifications. 

Indirect assessments include information from teachers on the Academic Rating Scale and from parents 

and teachers on the Social Rating Scale. Direct assessment data were collected by a trained assessor 

through an un-timed, one-on-one item routing test. Data on the child’s reading and mathematics skills and 

knowledge, their general knowledge (K-first-grade), and science knowledge (third- to eighth-grade) were 

collected through the direct assessment. Scores from the cognitive direct assessments include IRT-based 

scales (scale scores), standardized scores (T-scores), and number right “raw” scores (routing scale scores). 

The direct assessment also includes information about the child’s height and weight. In kindergarten, the 

direct assessment also included data on the child’s fine and gross motor skills such as hopping, skipping, 

jumping, manipulating blocks, and drawing figures. In the third-, fifth-, and eighth-grades, children also 

complete a Self-Description Questionnaire that includes topics such as perception of competence and 

skills, approaches to learning, school experiences and activities, and self-concept. Indirect assessment 

data were collected from parents and teachers and include information on the child’s cognitive knowledge 

and skills in relation to the other children in the classroom; program placements; and social skills such as 

approaches to learning, self-control, social interaction, impulsivity/overactivity, and sadness/loneliness. 

Data from the Academic Rating Scale were used in this report to provide indicators for the total 

population of kindergarteners. Findings using adapted items from the Social Rating Scale were provided 

from NEILS but no Social Rating Scale data were presented from ECLS-K. The methodology report 

(Pollack, Atkins-Burnett, Rock and Weiss 2005) that documents the design, development, and 

psychometric characteristics of the assessment instruments used in the ECLS-K can be found at: 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=200205. 

Academic Rating Scale. The academic rating scale (ARS) indirect measures were developed for the 

ECLS–K to measure teachers’ evaluations of students’ academic achievement in the three domains that 

were also directly assessed in the cognitive battery: language and literacy (reading), general knowledge 

(science and social studies), and mathematical thinking. The ARS was designed both to overlap and to 

augment the information gathered through the direct cognitive assessment battery. Teachers were to rate 

each child’s skills, knowledge, and behaviors on a scale from “Not Yet” to “Proficient.” If a skill, 

knowledge, or behavior had not yet been introduced into the classroom, the teacher coded that item as 

N/A (not applicable). The reliability for the scales for spring of kindergarten was: Language and literacy, 

.91; Mathematical thinking, .94. The summary fit statistics for items and persons were acceptable for all 

the scales (NCES, 2002). 

Social Rating Scale (SRS). This scale is an adaptation of the Social Skills Rating System (Gresham 

& Elliott 1990). Both the teacher and parent used a frequency scale to report on how often the student 

demonstrates the social skill or behavior described. Factor analyses (both exploratory analyses and 

Appendix A1 Page A1-6 
confirmatory factor analyses using LISREL) were used to confirm the scales. The split-half reliability for 

the teacher scale ranged from .79 to .90 across the four scales (NCES, 2002). 

Respondents and Response Rate 

In each round of data collection, data were collected from children through direct assessments and student 

surveys (beginning in third-grade), from parents through computer assisted phone interviews or face-toface interviews when needed, as well as from teachers and school administrators through surveys. 

The ECLS-K data set includes a nationally representative sample of kindergartens, children attending 

kindergarten in 1998, and kindergarten teachers. In 1999, the sample was freshened to create a nationally 

representative sample of first-graders, first-grade classrooms, and first-grade teachers. As a result, the 

data collected on the children in kindergarten (1998) and first-grade (1999) can be generalized to the 

entire U.S. population of children attending kindergarten in 1998 and children attending first-grade in 

1999. The data were not freshened prior to the 2002 or 2004 data collections. Thus, the data are not 

nationally representative of all children in third-grade or fifth-grade. The fifth and final round of ECLS-K 

data was collected in spring of 2007. 

Response Rates to Date: Child-Level Completion Rates 

Spring Spring Spring 

Data Collection Fall Spring Fall 2000* 2000** 2002*** Spring 

Instruments 1998 (%) 1999 (%) 1999 (%) (%) (%) (%) 2004 (%) 

Child assessment 89.9 88.0 90.3 88.0 87.2 80.1 83.9

Parent interview 85.3 83.9 88.6 84.5 83.5 76.9 88.3 

Teacher survey A 90.8 87.0 N/A 78.1 77.6 61.7 

Teacher survey B 96.6 90.4 N/A 77.5 77.0 61.6 

Teacher survey C 91.4 85.9 N/A 78.0 77.4 62.0 

School administrator 85.9 N/A 76.3 75.9 65.5 76.4 

survey 

* Response rates for children who were sampled in the base year 

** Response rates for children who were sampled in the first grade year 

*** Response rates for children who were sampled in the base year and first grade year 

The teacher surveys A, B, and C were replaced by a teacher-level survey and surveys for reading, 

mathematics, and science teachers in the spring/fifth-grade round of data collection. Response rates for 

the spring/fifth-grade teacher surveys were as follows: teacher-level survey (79.3 percent); reading 

teacher (78.7 percent); mathematics teacher (77.5 percent); science teacher (78.8 percent). 

Appendix A1 Page A1-7 
 

 

 

 

 

 

 

 

 

 

1998-1999 1999-2000 2001-2002 2003-2004

FallKind. SpringKind. 

Fall1st -

grade 

Spring1st-grade 

Spring3rd- grade Spring5th- grade 

Child assessments X X X X X X 

Parent interview X X X X X X 

Teacher survey Part A X X X X X 

Teacher survey Part B X X X X X 

Teacher survey Part C X X X X X 

Teacher survey (teacherlevel) X 

Reading teacher survey X 

Mathematics teacher 

survey 

X 

Science teacher survey X 

Special education teacher 

survey Part A X X X X 

Special education teacher 

survey Part B X X X X

Adaptive behavior scale X X 

Self-description survey X X 

Food consumption survey X 

Student record abstract X X X X 

School fact sheet X 

School facilities checklist X X X X 

Salary and benefits survey X 

Head Start verification X 

Timing 

Availability 

ECLS-K has a public use database for the base year and restricted use databases for the first-grade, thirdgrade, and fifth-grade years. The CD-ROMs that are available include different combinations of these 

years. For example, the most complete CD-ROM contains kindergarten, first-, third-, and fifth-grade 

public-use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). 

The CD-ROM contains an electronic code book (ECB), data files, and survey and ECB documentation for 

six waves of the ECLS-K. This data file and ECB can be used to examine changes in children's 

experiences and achievement across school years. Researchers conducting cross-sectional or within-grade 

analyses should use the separate base year (kindergarten), first-grade, third-grade, and fifth-grade data 

files and ECBs. 

Contact: 

Gail Mulligan 

Project Officer, ECLS-B and ECLS-K:11 

National Center for Education Statistics 

Washington, DC 20006 

Phone: (202) 502-7491 

E-mail: Gail.Mulligan@ed.gov 

Appendix A1 Page A1-8 
 

National Assessment of Educational Progress (NAEP)4 

Overview 

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. NAEP is designated in No 

Child Left Behind legislation as a comparison point for state assessments. All states now participate. 

NAEP can be divided into four programs:(1) National NAEP assessments are based on frameworks that 

change over time to reflect changes in national educational policy and practice. (2) Long-term-trend 

NAEP uses a more stable framework to allow more facile comparison from 1969 to the present-day. (3) 

State NAEP has provided more detail about some states over the years. (4) Trial Urban District 

Assessments (TUDA) has done the same for 10 urban school districts. In recent years, a merging of 

national NAEP and state NAEP has increased the sample sizes for National NAEP. 

NAEP does not provide scores for individual students or schools; instead, it offers results regarding 

subject-matter achievement, instructional experiences, and school environment for populations of students 

(e.g., fourth-graders) and groups within those populations (e.g., female students, Hispanic students). 

NAEP results are based on a sample of student populations of interest. National NAEP reports 

information for the nation and specific geographic regions of the country. Data can be analyzed by state. 

NAEP includes students drawn from both public and nonpublic schools and reports results for student 

achievement at grades 4, 8, and 12. 

National NAEP uses nationally representative samples of U.S. students in grades 4, 8, and 12. The 

students, their teachers, and administrators at their schools are surveyed. The students are also assessed. 

Scope/Topic

The primary purpose of the NAEP data collection is to provide a series of snapshots of what the nation’s 

students know and can do in a variety of subject areas, including reading and mathematics. The collection 

includes background information on students, teachers, and school administrators. The background 

variables collected vary over time, grade level, and assessment area. For example, the latest grade 8 

mathematics assessment included 287 background variables in seven categories: major reporting groups, 

student factors, instructional content and practice, teacher factors, school factors, community factors, and 

factors beyond school. 

Sampling Strategy 

National probability samples of schools and students are selected to represent the United States. The 

numbers of schools and students vary from cycle to cycle depending on the number of subjects and items 

assessed. This national sample has sufficient schools and students to yield data for public and nonpublic 

schools and four regions of the country (northeast, southeast, central, and west), as well as sex, race, 

degree of urbanization of school location, parent education, and participation in the National School 

Lunch Program (NSLP). 

School Sample. The sample of schools is selected from geographic sampling units. Twenty-two 

geographic sampling units are always selected. These are large metropolitan areas such as New York 

City, Los Angeles, and Chicago, and between them they include about 40 percent of the students in the 

4 http://nces.ed.gov/nationsreportcard/ 

Appendix A1 Page A1-9 
 

country. Without this group, the sample would not be representative of the United States. An additional 

72 geographic sampling units are selected randomly to represent the rest of the United States. This second 

group includes smaller cities and rural areas, and the choice of areas varies with each assessment cycle. 

This design allows the centrally administered assessments to be scheduled efficiently. 

Student Sample. Students are selected randomly within schools. From 30 to 150 students are selected in 

each school depending on the size of the school and the number of subjects to be assessed. Some of the 

students who are randomly selected are classified as students with disabilities (SD) or as limited-English 

proficient (LEP) students. NAEP’s goal is to assess all students in the sample, and NAEP will assess these 

students if at all possible. 

The number of schools ranges from 900 to 2,500 and the number of students from 40,000 to 150,000. 

Again, the variation depends on the number of subjects to be assessed and the number of assessment 

booklets developed for each subject. Generally, the requirement is for each assessment booklet to be 

answered by 2,000 students. 

Data Collection Methods 

A limited number of subject areas are assessed in any given spring. Sampled students are gathered in a 

room to take the assessment and answer a series of survey questions. A Balanced Incomplete Block (BIB) 

design is used so that multiple forms are used throughout the room, and no student takes the full 

assessment. For this reason, NAEP cannot provide true scores for any given student. Instead, researchers 

are provided a set of five plausible values for student scores. 

The teachers of the selected students also receive a written survey. Their responses are linked with those 

of their students in a student-level data set. An administrator at each chosen school also completes a 

written survey. These results are available in a separate school-level data set. 

NAEP Indicators and Technical Information 

Main NAEP Reading Assessment requires students to read longer passages or pairs of passages; 

measures a range of reading skills, from identifying explicitly stated information, to making complex 

inferences about themes, to comparing multiple texts on a variety of dimensions. Students respond to 

questions of three possible types: multiple choice, short answer (scored on a two- or three-point scale), 

and extended answer (scored on a four-point scale). The weighted alpha reliability is the average of 

correlations for polytomous and dichotomous items within a block (or a group of assessment items 

created by dividing the item pool for an age or grade into subsets). Alpha reliability for the 2003 reading 

assessment items (combined national and state main assessment) ranged from 0.69 to .79 for grade 4 and 

from 0.65 to 0.79 for grade 8. Average item correlations for the 2005 and 2007 grade 4 and grade 8 

assessments are not publicly available. 

Main NAEP Mathematics Assessment focuses on numbers, measurement, geometry, probability and 

statistics, and algebra. Assesses basic skills and recall of definitions as well as problem solving and 

reasoning in all topic areas. Students respond to questions of several possible types: multiple choice, short 

answer, and extended answer. There are three answer categories for constructed-response questions (right 

or wrong; right, partially right, or wrong; or extended constructed-response with several levels of partial 

credit, scored on a four-point scale). Students may be asked to explain their work. Alpha reliability for the 

2003 mathematics assessment items (combined national and state main assessment) ranged from 0.74 to 

0.81 for grade 4 and from 0.75 to 0.85 for grade 8. Average item correlations for the 2005 and 2007 grade 

4 and grade 8 assessments are not publicly available. A study was recently conducted by the NAEP 

Validity Studies Panel (2007) to examine the validity of NAEP Mathematics Assessment. The NVS Panel 

Appendix A1 Page A1-10 
 

report concluded that the NAEP framework covered content areas for grades 4 and 8 similar to selected 

comparison standards and that the NAEP item pool was in broad alignment with the framework. Based on 

the mean rating of mathematicians who reviewed the NAEP mathematics items, 67% of the NAEP grade 

4 items and 73% of the NAEP grade 8 items were classified as adequate. 

Numerous technical studies have been conducted as a part of NAEP’s research agenda. Publications are 

available on-line providing information on the item analysis, scaling for each assessment year, linking of 

scales across multiple years, inter-scorer agreement, and weighting procedures. As these are conducted 

for each assessment year, specific information is available on-line 

(http://nces.ed.gov/nationsreportcard/tdw/sitemap.asp). Publicly available technical information is 

currently limited to the 2000-2001 and 2003 assessments. 

Respondents and Response Rate 

The size of the NAEP Assessment samples has increased in recent years. The 2003 Mathematics Grade 8 

student-teacher data set, for example, contains 162,727 records. The corresponding school data set 

contains 6,334 records. The school participation rate (with student-centered weighting) for this sample 

was 97 percent before substitution. The student participation rate was 92 percent. 

For children with disabilities: NAEP intends to assess all students selected to participate. However, some 

students may have difficulty with the assessment as it is normally administered because of a disability or 

limited English proficiency. 

Beginning with the 1996 national assessment, NAEP implemented a two-part modification of procedures 

to increase inclusion in NAEP assessments. First, revised criteria were developed to define how decisions 

about inclusion should be made. Second, NAEP provided certain accommodations that were either 

specified in a student’s IEP or frequently used to test the student. The accommodations vary depending on 

the subjects being assessed. 

When a school identifies a student as having a disability or limited English proficiency, the teacher or 

staff member who is most familiar with the student is asked to complete a questionnaire to provide 

information about the services received by the student and to determine whether the student should take 

part in the assessment. Students may be included in the student with a disability category if they are 

eligible for special education under IDEA or if they receive services under Section 504 of the 

Rehabilitation Act Amendments of 1973. The questionnaire provides useful information about differential 

exclusion rates across disability conditions and across the states. Students who cannot take part, even with 

an accommodation allowed by NAEP, are excluded from the assessment. As an example, in 2005, 

2 percent of students selected to be assessed were excluded from the grade four mathematics test because 

of their disability. Three percent of students were identified as disabled and assessed without 

accommodations; 7 percent were assessed with accommodations. Similarly, for eighth-grade mathematics 

in 2005, 3 percent of students selected to be assessed were excluded from the grade eight mathematics 

assessment because of their disability. Three percent of students were identified as disabled and assessed 

without accommodations; 7 percent were assessed with accommodations. There is no alternate 

assessment in NAEP. 

Timing 

Since 1996, NAEP Assessments have been conducted annually. The 2005 national assessment included 

reading, math, science, and a high school transcript study. 

Appendix A1 Page A1-11 
Other 

Throughout its history, NAEP has encouraged the inclusion of all students who could meaningfully 

participate in the assessment, including those with disabilities. An estimated 10 percent of the school 

population is classified as having a disability or limited English proficiency (SD/LEP). Nearly half of 

these students have been included in previous assessments, although the percentages vary by grade and 

subject being assessed. Previously, because of concerns about standardized administration, 

accommodations were not permitted, excluding some students who could have participated if 

accommodations had been made. The NCES formally tested new policies with the 1996 NAEP 

assessment. Under these guidelines, school administrators were encouraged even more than in the past to 

include SD/LEP students if any doubt about excluding the student existed. Although NAEP establishes 

the criteria for inclusion, differences remain among states in how SD/LEP students are treated. Because of 

the 1997 amendments to IDEA, some states are changing their procedures for students with disabilities. 

Additionally, because there have been issues about different exclusion rates from state to state, some of 

the difference in achievement levels between the states may be due to this. 

Availability 

NAEP has a publicly available online database called the NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/nde/). Quick Start provides access to data about student performance 

in terms of NAEP's scale scores and achievement levels for major reporting group variables and enables 

users to format basic tables and graphics. The Advanced level provides full access to student groups' scale 

scores and achievement-level performance for any NAEP variable and allows additional flexibility in 

generating and formatting data tables and graphics. Because potentially identifiable information is 

protected by law, access to the complete restricted-use data files is available by license only. 

http://nces.ed.gov/statprog/rudman/chapter2.asp. 

Contact: 

http://nces.ed.gov/nationsreportcard/contactus.asp 

Appendix A1 Page A1-12 
 

National Early Intervention Longitudinal Study (NEILS)5 

Overview 

The National Early Intervention Longitudinal Study (NEILS) began in 1996 and was part of a program of 

longitudinal studies funded by OSEP in the U.S. Department of Education. NEILS followed a sample of 

3,338 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 provides information about 

the characteristics of children and families, the services they received, and the outcomes they 

experienced. Because data were collected in a nationally representative sample, NEILS results can be 

generalized to the population of children in early intervention in the United States. 

Scope/Topic 

NEILS provides information on children and families receiving early intervention services, early 

intervention services received by participating children and families and how those services are delivered, 

the costs of these services, the outcomes of participating children and families, and the relationship of 

outcomes to variations in child and family characteristics and services provided. 

Sampling Strategy 

A three-stage stratified sampling procedure was used to identify the original sample for the study. Twenty 

states were selected on the basis of the number of children served in early intervention and the region of 

the country. These states represented variation with regard to lead agency (e.g., education, health) and 

whether they served children at risk. The second stage involved the selection of counties on the basis of 

the estimated number of children served in Part C programs. Within each state, 3 to 7 counties were 

selected, for a total of 93 counties. The third stage of the sampling involved selection of the children and 

families. Between September 1997 and November 1998, all families (N = 5,668) who enrolled in the early 

intervention programs in the sampled counties and who met the study eligibility criteria were invited to 

participate in the study. 

Data Collection Methods 

Data were collected through telephone interviews with families, plus surveys of early intervention 

professionals, directors of programs serving the children and families in the study, and with kindergarten 

teachers. NEILS outcome data are based on parent and teacher report of student function and not on direct 

assessments of children. NEILS data were collected prior to the 2004 reauthorization of IDEA. 

NEILS Indicators and Technical Information 

NEILS outcome data were based on parent and teacher report of the child’s skill level. Parents reported 

through a telephone interview on the child’s development in several areas using one of several item 

formats: items that asked the parent to compare their child to other children the same age, developmental 

milestones that asked the parent to report on how well the child could do the item, and ratings of the 

child’s status or behavior in an area. Content and type of items used in this report include: 

Communication: Ratings of how well child makes needs known to others and how easy child is 

to understand. 

5 http://www.sri.com/neils/index.html 

Appendix A1 Page A1-13 
Social skills: Ratings of child’s social skills compared with other children of the same age, and 

appropriateness of child’s behavior. 

Cognition: Ratings of learning, thinking, and problem solving, paying attention and overall 

activity level. 

Child health: Ratings taken from the National Health Interview Survey (NHIS). 

Developmental skills: Ratings in the areas of mobility, independence, communication, cognition. 

Caregivers were provided with a verbal description of a developmental skill and asked to rate 

their child’s mastery of each skill on a three-point scale: (a) “Doesn’t do it at all,” (b) “Does it, 

but not well,” to (c) “Does it well.” The responses of “Don’t know” or “Refused” also were 

recorded. Questions were asked in developmental skills areas, ordered by developmental age, 

continuing until two consecutive items in the area were indicated “Doesn’t do it at all.” 

Literacy and numeracy: Ratings of alphabet recognition, counting, reading books, and color 

identification. 

The Kindergarten Teacher Survey contained items addressing multiple developmental areas including the 

following: 

Social skills: Ratings of child’s social skills from the Social Skills Rating Scale (items addressing 

getting along with others and problem behaviors, etc.). This is an adapted version of the Social 

Rating Scale used in the ECLS-K. 

Literacy and numeracy: Items from the Language and Literacy and Mathematics sections of the 

Academic Rating Scale: (whether the child produces rhyming words, solves number problems 

using concrete objects, etc.). This is an adaptation of the Academic Rating Scale used in the 

ECLS-K. Items that asked the teacher to compare the child’s performance to other kindergarten 

children (academic skills, activity level, etc.). 

With the exception of the items used in other studies as indicated above, the parent interview and teacher 

survey items were developed specifically for NEILS based on the study’s conceptual framework. The 

milestone items in the parent interview were developed based on extensive reviews of similar items in 

infant assessments and developmental checklists. Item development included extensive field testing of the 

protocols. 

Respondents and Response Rate 

NEILS collects data from parents/families, service providers, program directors, and kindergarten 

teachers. NEILS has a total sample of 3,338 infants and toddlers. According to the NEILS website, the 

enrollment parent interviews were completed with 2,959 families. Interim interviews were completed 

with 2,357 parents, transition interviews (when the child was 3) with 2,616 families, and 2,223 

kindergarten family interviews were completed. A total of 6,809 service records were completed. The 

NEILS website reports that 2,827 service provider surveys, 641 program director surveys, and 581 

surveys were returned; however, these numbers do not include the most recent data collected. 

Appendix A1 Page A1-14 
Timing 

Children and families entered the NEILS sample over a 14.5-month period, and the timing of the 

following parts of data collection was tied to when they entered the study. The frequency of data 

collection is described below and followed by a chart of the NEILS data collection timeline. 

Family Interview. Families were interviewed when their children entered early intervention, 

annually on the anniversary of their entry, when their children were 3 years old, and again when they 

enter kindergarten. 

Service Record. Every 6 months for as long as the child continued to receive early intervention, an 

early intervention professional completed a questionnaire on the early intervention services provided 

to the NEILS family. 

Service Provider Survey. Early intervention professionals working with the children and families 

during the first 6 months of early intervention completed a mail survey about their background, 

training, and the ways they deliver services. 

Program Director Survey. Directors of programs serving the children and families during their first 

6 months in service completed a mail survey on the characteristics of their programs. 

Kindergarten Teacher Survey. In the spring of children’s kindergarten year, teachers completed a 

questionnaire. 

NEILS Data Collection Timeline 

Data Collection Instrument 1997 1998 1999 2000 2001 2002 2003 2004 2005 

Family enrollment interview X X X 

Family interview-age 3 X X X X X 

Family interview-age 5 X X X X X 

Service records mailing X X X X 

Service provider survey X X 

Program director survey X X 

Kindergarten teacher survey X X X X X 

Appendix A1 Page A1-15 
Availability 

NEILS data are available directly from the contractor, SRI. The database and documentation are available 

on CD. 

Contact: 

SRI International 

333 Ravenswood Avenue, BS129 

Menlo Park, CA 94025 

Phone: 1-800-682-9319 

E-mail: neils@sri.com 

Appendix A1 Page A1-16 
National Household Education Surveys Program (NHES) 

Overview 

The National Household Education Surveys Program (NHES) is a data collection program of the National 

Center for Educational Statistics in the U.S. Department of Education’s Institute of Education Sciences. 

The NHES uses telephone interviews to collect data from respondents in U.S. households and was 

specifically designed to collect data on issues that are best addressed by contacting households directly 

instead of schools and other educational institutions. 

The NHES surveys collect data on the educational activities of the U.S. population and include data from 

learners of all ages: early childhood, school age, and adulthood. This data provides information on the 

condition of education in the U.S. to researchers, educators, and policymakers. 

Scope/Topic 

The topics included in each administration of the NHES vary. Some survey topics, such as Adult 

Education, Early Childhood Program Participation, and Parent and Family Involvement in Education, are 

repeated in multiple years in order to monitor trends over time. Other topics, such as Household Library 

Use, are included only once. The table below shows the NHES topics and the years they were 

administered. 

Survey Data Collection Year(s) 

Adult Education 1991, 1995, 1999, 2001, 2003, 2005 

Before- and After-School Programs and Activities 1999, 2001, 2005 

Early Childhood Program Participation 1991, 1995, 1999, 2001, 2005 

Parent and Family Involvement in Education 1996, 1999, 2003, 2007 

Civic Involvement 1996, 1999 

Household Library Use 1996 

School Readiness 1993, 1999, 2007 

School Safety and Discipline 1993 

Most NHES surveys collect general descriptive information on all household members including first 

name, age, and gender. Other descriptive data collected varies slightly from survey to survey but 

generally includes household income, marital status, and receipt of assistance from state welfare programs 

and other similar agencies. Surveys for youth do not include questions on descriptive information. 

Sampling Strategy 

Participants are selected through a random sample of telephone numbers. The exact method used to 

sample the telephone numbers has varied from year to year. 

Data Collection Methods 

NHES data are collected through telephone surveys using computer assisted telephone interviewing 

(CATI) procedures. 

Appendix A1 Page A1-17 
Respondents and Response Rate 

Between 45,000 and 64,000 households are screened for participation in each administration of the NHES 

surveys. Only individuals from households that meet specific criteria are asked to participate in extended 

interviews. 

Timing 

The NHES data collection was conducted for the first time in 1991 and has been conducted every one to 

three years since that time. NHES data collections took place in the springs of 1991, 1993, 1995, 1996, 

1999, 2001, 2003, 2005, and 2007. 

Availability 

NHES data are publicly available online at http://nces.ed.gov/nhes/dataproducts.asp. Data from the 1999 

and later administrations can be downloaded directly from this website. Available data products include 

complete data files, manuals, electronic codebooks, and setup files for SPSS, SAS, and STATA. These 

data products and the data products from the 1991-1996 NHES administrations are available on CDROM; CD-ROMs can be ordered free of charge through the same website. All direct participant 

identifiers are omitted or modified in the publicly available data to protect participant identity. 

Contacts: 

Chris Chapman 

National Center for Education Statistics 

1990 K Street, NW 

Room 9042 

Washington, DC 20006 

Phone: (202) 502-7414 

Email: Chris.Chapman@ed.gov 

Andrew Zukerberg 

National Center for Education Statistics 

1990 K St NW 

Room 9036 

Washington, DC 20006 

Phone: (202) 219-7056 

Email: Andrew.Zukerberg@ed.gov 

Appendix A1 Page A1-18 
 

 

The National Health Interview Survey (NHIS)6 

Overview 

The National Health Interview Survey (NHIS) is one of the major data collection programs of the Centers 

for Disease Control and Prevention’s (CDC’s) National Center for Health Statistics (NCHS). Initiated in 

1957, the NHIS is “the principal source of information on the health of the civilian noninstitutionalized 

population of the United States.”7

 The NHIS data allow the CDC and others to monitor the health of the 

US population by tracking data on a broad range of health topics. The survey has been administered 

yearly or annually since 1957. In order to include data on the most relevant topics, the NHIS is revised 

every 10-15 years. The last major revision occurred in the mid 1990s; this revised version was 

implemented in 1997 and is still in use today. 

The current version of the NHIS consists of three major parts: the Basic Module, the Periodic Module, 

and the Topical Module. The Basic Module is mostly unchanged from year to year thereby allowing 

examination of trends in data over time. The Basic Module consists of three parts: the Family Core, the 

Sample Adult Core, and the Sample Child Core. The Family Core collects data on every member of 

participant families; only one adult and one child (if children are present) are randomly selected to 

provide data for the Sample Adult Core and Sample Child Core, respectively. The Periodic Module is 

used to collect more detailed information on topics in the Basic Module and is not used every year. The 

Topical Module is used to “respond to public health data needs as necessary”8

 and is also not used every 

year. 

Scope/Topic 

The NHIS is a primary source for health data on the U.S. civilian noninstitutionalized population. The 

survey collects data on a broad range of health topics such as health care access and utilization, health 

indicators, and health behaviors. The NHIS includes a Basic Module which undergoes major revision 

every 10-15 years but is basically unchanged between these revisions. Two other modules, the Periodic 

Module and the Topical Module, are used to enrich or add to data collected as needed during the years 

between revisions. 

Sampling Strategy 

The NHIS is based on a stratified multistage sample design.9

 The details of the sampling strategy, 

however, are revised every ten years, traditionally following the decennial censuses of the US population. 

The 1995-2004 NHIS was “designed to produce estimates for the Nation, for each of the four census 

regions, and within census regions by areas determined by metropolitan and nonmetropolitan status. 

Although the 1995-2004 survey samples from all of the States and the District of Columbia, it is not 

designed to produce reliable State-level estimates for every State.” The primary sampling units (PSUs) for 

the survey were counties or contiguous groups of counties. The 1995-2004 sample included 358 PSUs. 

The black and Hispanic populations were oversampled. 

6 http://www.cdc.gov/nchs/nhis.htm 

7

 Retrieved on 10/30/08 from http://www.cdc.gov/nchs/about/major/nhis/hisdesc.htm 8

 Botman SL, Moore TF, Moriarity CL, and Parsons VL. Design and estimation for the National Health Interview 

Survey, 1995–2004. National Center for Health Statistics. Vital Health Stat 2(130). 2000. 9

 Division of Health Interview Statistics, National Center for Health Statistics, Centers for Disease Control and 

Prevention, U.S. Department of Health and Human Services. 1999 National Health Interview Survey (NHIS) Public 

Use Data Release. February, 2002. 

Appendix A1 Page A1-19 
 

 

Data Collection Methods 

NHIS data are collected through in-person interviews conducted by Census interviewers from the U.S. 

Census Bureau. Data are collected with laptop computers using computer-assisted personal interviewing 

(CAPI). 

Respondents and Response Rate 

In each year of data collection, NHIS data are collected via in person interviews conducted with adults in 

the selected households. Data are collected on all family members in the selected households. All adults 

17 years of age and older who are home at the time of the interview are invited to respond for themselves. 

Information on all children and any adults not home at the time of the interview is provided by an adult 

family member who is 18 years of age or older. 

In 1999, the year from which nationwide data were pulled for comparison with NEILS data, the 

interviewed sample included 37,573 households which included 97,059 persons in 38,171 families. The 

household response rate was approximately 87.6%.10 

Timing 

Sampling and interviewing for the NHIS are continuous throughout the year. 

Availability 

NHIS public use data files are available online. Partial data files from select NHIS data collection years 

are also available on ASCII CD (1969 through 2002) and SETS (Statistical Export and Tabulation 

System) CDs (1987 through 1996); these can be ordered by sending a request to 

NCHSQUERY@CDC.GOV or by calling the NCHS Data Dissemination Branch at 301-458-4636 or tollfree at 866-441-6247. In addition, NHIS LINKING files are available: MEPS/NHIS (Medical 

Expenditure Panel Survey/National Health Interview Survey) linkage files for select data collection years 

are available (see NHIS website). 

10 Division of Health Interview Statistics, National Center for Health Statistics, Centers for Disease Control and 

Prevention, U.S. Department of Health and Human Services. 1999 National Health Interview Survey (NHIS) Public 

Use Data Release. February, 2002. 

Appendix A1 Page A1-20 
 

 

 

National Longitudinal Transition Study-2 (NLTS2)11 

Overview 

NLTS2 is a 10-year study of the experiences of young people who were 13 to 16 years old and receiving 

special education in the 2000-2001 school year. The sample of approximately 12,000 youth is nationally 

representative of youth with disabilities in that age group as a whole and those in each Federal special 

education disability category. Data are being collected through telephone interviews with parents and 

youth, surveys of school staff while youth are in secondary school, direct assessments of academic skills 

and knowledge, and collection of transcripts. The first NLTS, funded by OSEP from 1984 to 1993, 

provided valuable information that helped inform federal special education policy throughout the 1990s. 

NLTS2 will both revisit many of the NLTS topics and take a deeper look at such issues as access to the 

general education curriculum in high school, the social adjustment of youth, and increasing postsecondary 

education participation. NLTS2 is longitudinal. It includes a sample over 11 thousand participants and is 

nationally representative of students receiving special education who were ages 13 through 16 and in at 

least seventh-grade on December 1, 2000. Statistical summaries generated from NLTS2 will generalize to 

students receiving special education nationally in this age group, to each of the 12 Federal special 

education disability categories, and to each single-year age cohort. 

Scope/Topic 

NLTS2 includes information on the characteristics of secondary school students in special education and 

their households, the secondary school experiences of students in special education, including their 

schools, school programs, related services, and extracurricular activities, the experiences of students once 

they leave secondary school, including adult programs and services, social activities, the secondary school 

and post-school outcomes of students in the education, employment, social, and residential domains, and 

the secondary school and postschool outcomes of students in the education, employment, social, and 

residential domains. 

Sampling Strategy 

The NLTS2 sample is designed so that information from the study will represent youth with disabilities 

nationally as a group, youth in each of the 12 Federal special education disability categories, and youth in 

each of the five single-year age groups in the study.12 The sample was selected in two stages to include 

11,276 students, representing all special education disability categories, selected from more than 500 

school districts and state-supported special schools throughout the United States. State-supported special 

schools for the deaf and blind were also invited to participate. In all, 476 school districts and 38 special 

schools were willing to take part. In the second stage, students who were 13 to 16 years old, in at least 

seventh-grade, and receiving special education as of Dec. 1, 2000, were selected from rosters of all 

students receiving special education services in participating districts and schools. Students were selected 

randomly from each disability category so that approximately 1,000 students are in the sample in most 

categories (fewer are in the low-incidence categories of traumatic brain injury and deaf/blindness). 

Accounting for attrition, the initial sample of approximately 1,000 students in each disability category 

will result in samples in the out years of the study of sufficient size to allow analyses with required level 

11 http://www.nlts2.org/ 12 The 12 disability categories under which 13- through 21-year-old children may be identified for services under 

IDEA, Part B, are specific learning disabilities (SLD), speech or language impairments (SP), mental retardation 

(MR), emotional disturbance (ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments 

(OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), and 

deaf-blindness (DB). 

Appendix A1 Page A1-21 
of precision. The sample will be statistically weighted to represent the relative sizes of the disability 

categories nationally. 

Data Collection Methods 

NLTS2 is a longitudinal study, and is currently in progress. Information about youth has been collected 

repeatedly as they transition from secondary school to early adulthood. Data collection methods included 

telephone interviews with parents/guardians that focus on student and family characteristics, nonschool 

activities, satisfaction with school programs, and activities after high school. The teacher who provided 

instruction to a student during the first academic general education class on a typical Monday was 

surveyed about the classroom practices and the student’s performance in that classroom. A teacher who 

knows the student’s program well was surveyed about his/her overall program and performance more 

broadly (e.g., instructional settings that make up the student’s whole experience, vocational education and 

transition planning experiences, and accommodations received). Information was also collected once at 

the onset of the study on the characteristics of schools and data on aggregate measures of school 

performance to use as supporting data. A direct assessment was conducted, including measures of 

students’ reading and math skills, vocabulary, science and social studies content knowledge, as well as 

interviews about self-concept and self-determination. An Alternate Assessment (checklist completed by 

knowledgeable adult) was used when a student was unable to complete a direct assessment due to 

cognitive or behavioral limitations. NLTS2 assessment data were collected prior to the 2004 

reauthorization of IDEA. Finally, transcripts were collected to learn about course-taking patterns, grades, 

and attendance. 

NLTS2 Indicators and Technical Information 

The Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather 2001) are a test 

battery designed to assess academic achievement across the general domains of reading, mathematics, 

written language, oral language, and academic knowledge. Authors report correlations of the complete 

achievement battery with the Wechsler Individual Achievement Test (Wechsler 1992; r=.65), and the 

Kaufman Test of Educational Achievement (Kaufman & Kaufman 1985; r=.79). 

Woodcock-Johnson III: Synonyms and Antonyms (Woodcock, McGrew, and Mather 2001). The WJ 

III synonym and antonym subtest is an individually administered achievement test that measures word 

knowledge and comprehension. Students are presented with printed words and must verbally provide a 

suitable response having the same or the opposite meaning respectively. The items are arranged in order 

of difficulty, with the easiest items presented first and the most difficult items last. McGrew and 

Woodcock (2001) reported a .72 one year test retest correlation for the reading vocabulary cluster, of 

which synonyms and antonyms are a part, for children ages 14 to 17 (McGrew & Woodcock 2001). 

Woodcock-Johnson III: Passage Comprehension (Woodcock, McGrew, and Mather 2001). This test 

requires children to identify letters that appear in large type on their side of the assessment easel. Later 

items require children to read words aloud. McGrew and Woodcock (2001) reported a .86 one year test 

retest correlation for children ages 8 to 10 and .76 one year test retest correlation for children ages 11 to 

15 (McGrew & Woodcock 2001). 

Woodcock-Johnson III: Calculation (Woodcock, McGrew, and Mather 2001). This test requires the 

child to perform math computations. The child is presented with a range of math problems arranged in 

order of difficulty to carry out the required math operation and produce the correct answer. Test 

developers reported a one year test retest correlation of .83 for children ages 8 to 10 and .81 for children 

ages 11 to 15 (McGrew & Woodcock 2001). 

Appendix A1 Page A1-22 
Woodcock-Johnson III: Applied Problems (Woodcock, McGrew, and Mather 2001). This test requires 

the child to analyze and solve math problems. To solve the problems, the child listens to the problem, 

recognizes the procedure to be followed, and then performs relatively simple calculations. Test 

developers reported a one year test retest correlation of .85 for children ages 8 to 10 and .88 one year test 

retest correlation for children ages 11 to 15 (McGrew & Woodcock 2001). 

Respondents and Response Rate 

Data were collected from parents/guardian and the teacher who provided instruction to a student during 

the first academic general education class on a typical Monday. Data was also collected from a teacher 

who knows the student’s program well, from the school administrator, and from the student through direct 

assessments. In the table below, both the number and response rate are presented, since the sample size 

(particularly for the assessment) did not include the whole sample. 

Response Rates 

Wave 1 Wave 1 Wave 2 Wave 2 

number (%) number (%) 

Direct student assessment 2,583 50.9 2,639 60.7 

Functional rating 577 11.4 474 10.9 

Parent interview-complete 8,672 76.9 -- --

Parent interview-partial 300 2.7 -- --

Mail questionnaire-complete 258 2.3 -- --

Parent interview – Part I -- -- 6,859 83.5 

Parent interview – Part II -- -- 2,962 36.1 

Youth interview or -- -- questionnaire 3,360 41.9 

School program survey 5,588 53.1% 4,078 52.2% 

A total of 2,592 general academic teacher surveys were completed. 

Note: Waves do not correspond exactly to school years. 

Appendix A1 Page A1-23 
Timing 

The table below depicts the timing of each planned study activity. Note that the school characteristics 

survey was completed only once, even if several sampled students attended the same school. 

NLTS2 Data Collection Timeline 

2000- 2001- Instrument 2001 2002 2002-

2003 

2003-

2004 

2004-

2005 

2005-

2006 

2006-

2007 

2007- 

2008 

2008-

2009 

2009-

2010 

Parent interview X X X X X 

Youth interview X X X X 

Direct assessment X X 

Teacher survey X X 

School survey X X 

School characteristics X survey 

Transcripts X X X X X X X X 

Analysis X X X X X X X X X X 

Availability 

Data for waves 1 and 2 of NLTS2 are available on a CD-ROM in both SPSS and SAS formats. 

Information about obtaining these restricted-use data, which require a restricted-use data license, is 

available at http://nces.ed.gov/statprog/rudman/. Documentation and a data dictionary are included on the 

CD-ROM. For additional information about the NLTS2 data set, contact: 

Jacquelyn Buckley 

National Center for Special Education Research 

U.S. Department of Education 

555 New Jersey Avenue, NW 

Washington, DC, 20208 

Phone: (202) 219-2130 

E-mail: Jacquelyn.Buckley@ed.gov. 

Appendix A1 Page A1-24 
 

National Vital Statistics System (NVSS)13 

Overview 

The National Vital Statistics System (NVSS) is a collaborative effort between the National Center for 

Health Statistics (NCHS) and the states to collect and disseminate statistical information about vital 

events including births, deaths, marriages, divorces, and fetal deaths. Federal law mandates that vital 

statistics data be collected and published, and state laws mandate the completion of documents such as 

birth, death, marriage, and divorce certificates. Shared standards and procedures allow data to be collected 

at a national level. 

Scope/Topic 

NVSS contains five types of information: births, deaths, marriages, divorces, and fetal deaths. This report 

uses data on births, including counts of infants born on an Indian reservation.14 

Sampling Strategy 

No sampling is used. 

Data Collection Methods 

The states have the legal responsibility for registering vital events and for developing documents and 

procedures for collecting, recording, and sharing of data; however, through intergovernmental 

cooperation and agreement, standard forms and model procedures are developed and recommended to 

states for the uniform collection of vital statistics data. Birth certificates provide the primary source for 

data on births. 

Respondents and Response Rate 

Statistical information on vital events is collected from the 50 states, 2 cities (Washington, DC, and New 

York City), and 5 territories (Puerto Rico, the Virgin Islands, Guam, American Samoa, and the 

Commonwealth of the Northern Mariana Islands). States are required to collect information on every vital 

statistics event. 

Timing 

States and other jurisdictions are required to issue a birth certificate within 5 days of a live birth. 

Availability 

NCHS provides user-friendly reports and tables on vital statistics data: 

http://www.cdc.gov/nchs/datawh/statab/unpubd/natality/natab2003.htm 

Further information about the collection of live birth data can be found at: 

http://www.cdc.gov/nchs/data/TechApp04.pdf 

13 http://www.cdc.gov/nchs/nvss.htm 14 http://www.cdc.gov/nchs/data/dvs/FinalBirthSpecs3-24-2005.pdf 

Appendix A1 Page A1-25 
 

Pre-Elementary Education Longitudinal Study (PEELS)15 

Overview 

The Pre-Elementary Education Longitudinal Study (PEELS), is funded by the U.S. Department of 

Education’s National Center for Special Education Research (NCSER). It follows a nationally 

representative sample of 3,100 children with disabilities ages 3–5 for a period of 6 years, starting in 2003-

2004 and ending in 2008-2009. PEELS examines the achievement of students with disabilities in 

preschool, kindergarten, and elementary school and determines the factors associated with this 

achievement. Data were gathered through parent/guardian interviews, child assessments, and teacher and 

service provider questionnaires. In addition, information was collected through mail questionnaires from 

each child’s preschool program director or school principal, local educational agency (LEA), and state 

education agency (SEA). 

PEELS data are a nationally representative sample weighted to generate national estimates; therefore, the 

results can be generalized to the entire U.S. population of children with disabilities ages 3–5 (see 

sampling procedures below). PEELS is a longitudinal study. 

Scope/Topic 

PEELS includes information on the characteristics of children receiving preschool special education, the 

preschool programs and services they receive, transition between early intervention and preschool, and 

between preschool and elementary school, the function of performance of these children in preschool, 

kindergarten, and early elementary school, and the association of child, service, and program 

characteristics with performance over time on assessments of academic and adaptive skills. 

Sampling Strategy 

PEELS used a two-phase sample design. In the first phase, a national sample of LEAs was selected and 

asked to participate. In the second phase, researchers selected individuals at random from lists of eligible 

children provided by the participating LEAs. These lists included age-eligible children who had an IEP 

prior to March 1, 2003, as well as eligible children who were newly identified by their LEAs between 

March 1, 2003, and February 29, 2004. The child sample was divided into three age cohorts, which are 

defined as Cohort A (born 3/1/00 through 2/28/01), Cohort B (born 3/1/99 through 2/29/00) and Cohort C 

(born 3/1/98 through 2/28/99). in the table below. 

Once LEAs were recruited, LEA staff determined whether the sampled children were eligible for the 

study based on three criteria: 

1.	 There was an English- or Spanish-speaking adult or an adult who used signed communication in 

the household who could respond to the telephone interview or alternatively respond using a 

telephone relay service or interpreter for the hearing impaired. 

2.	 This was the first child in the family sampled for PEELS. 

3.	 The sampled child’s family resided in the participating LEA at the time of enrollment in PEELS. 

15 https://www.peels.org/default.asp 

Appendix A1	 Page A1-26 
Data Collection Methods 

Data collection methods varied according to the type of respondent. Teacher, principal, program director, 

LEA and SEA respondents received mail questionnaires. For parent data, a parent/guardian of each child 

was asked to complete a 1-hour computer-assisted telephone interview (CATI) about the participating 

child’s health and disability, behavior, school programs and services, special education and related 

services, child care, and out-of-school activities. Respondents also were asked a series of questions about 

their household, its resources, and family background. Child performance data were obtained through 

direct assessment by over 400 assessors. For children who could not participate in the direct assessment, 

data were obtained from their teachers. See addendum for a list of assessments used. 

PEELS Indicators and Technical Information 

Adaptive Behavior System – Second Edition (ABAS-II; Harrison and Oakland 2003). The ABAS-II is 

a checklist of the child's functional knowledge and skills, and is completed by a teacher or other service 

provider. It assesses children's functional performance in several areas: communication, community use, 

functional (pre) academics, school living, health and safety, leisure, self care, self direction, social, and 

work. It also can be used to produce composite scores in conceptual, social, and practical domains. The 

ABAS-II has two versions. The first version, the Teacher/Daycare Provider Form, is for children not yet 

in kindergarten. The second version, the Teacher Form, is for children in kindergarten or higher grades. 

Harrison and Oakland (2003) reported coefficient alpha reliabilities for the ABAS-II subtests on the 

Teacher/Daycare Provider Form ranging from .72 to .94, depending on the age group and subtest, with 

higher reliabilities for composite domain scores (r = .92 to .97). On the Teacher Form, they reported 

coefficient alphas ranging from .84 to .97, with composite domain coefficients in the .96 to .98 range. 

Test retest reliabilities for periods of two days to six weeks ranged from .66 to .98, depending on age level 

and subtest. The correlation between the overall composite scores on the ABAS-II, Teacher/Daycare 

Provider Form, and Vineland Adaptive Behavior Scales, Classroom Edition was r = .75. The correlation 

between the ABAS-II Teacher Form overall composite and Vineland overall composite was r = .84 

(Harrison & Oakland 2003). 

Peabody Picture Vocabulary Test-Third Edition (PPVT-III; Dunn and Dunn1997). In this test of 

receptive language, assessors show children a page with four pictures and ask them to point to the picture 

of the item that the assessor names. The version used for PEELS had been shortened using item response 

theory. Item response theory (IRT) uses the pattern of correct, incorrect, and omitted responses to the 

items actually administered in a test and the difficulty of each item to estimate the score each child would 

have obtained if all of the test items had been administered. In the adapted Peabody Picture Vocabulary 

Test (PPVT) used in PEELS, all children completed a core set of items. Based on their performance on 

the core, they either took an easier, basal set of items; stopped after the core set; or took a harder (ceiling) 

set of items. The standard version of the PPVT-III had high alternate form reliability for the standardized 

scores (.88 to .96). Split half reliability coefficients were also high (.86 to .97). Test retest reliability 

coefficients were in the .90s (Dunn & Dunn 1997). PPVT-III scores were significantly correlated with 

age; the steepest part of the growth curve occurred from age 2 V2 to 12. Dunn and Dunn (1997) reported 

that the PPVT-III correlated with the Wechsler Intelligence Scale for Children Third Edition (Weschler 

1991; r = .82 to .92), Kaufman Adolescent and Adult Intelligence Test (Kaufman & Kaufman 1993; 

r =.76 to .91), Kaufman Brief Intelligence Test (Kaufman & Kaufinan 1990; r =.62 to .82), and the Oral 

and Written Language Scales (Carrow Woolfolk 1995; r = .63 to .83). 

Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2); Merrell 2002). The PKBS-2 

was included in the Early Childhood Teacher and Kindergarten Teacher Questionnaires. It is a norm 

referenced, standardized instrument that includes two scales, a social skills scale (34 items) and a problem 

behavior scale (42 items) (Merrell 2002). Test developers reported Cronbach alpha coefficients of .96 to 

Appendix A1 Page A1-27 
.97 for ages 3 to 6 on the Social Skills scale and .93 to .95 on the Problem Behavior scale. Three week test 

retest reliability for subscales of the Social Skills scale ranged from .58 to .66. For subscales of the 

Problem Behavior scale, test retest reliability was in the .70 to .78 range. Merrell (1995) reported 

significant correlations between the PKBS-2 and the Social Skills Rating System (SSRS, Gresham & 

Elliott 1990), Matson Evaluation of Social Skills with Youngsters (Matson, Esvelt Dawson, & Kazdin 

1983), Connors Teacher Rating Scales (Conners, 1990), and School Social Behavior Scales (Merrell 

1993). 

Woodcock-Johnson III: Letter-Word Identification (Woodcock, McGrew, and Mather 2001). This test 

requires children to identify letters that appear in large type on their side of the assessment easel. Later 

items require children to read words aloud. McGrew and Woodcock (2001) reported a .92 one year test 

retest correlation for children ages 4 to 7. Test scores were correlated with age (McGrew & Woodcock 

2001). They also reported that the complete Woodcock Johnson III achievement battery was correlated 

with the Wechsler Individual Achievement Test (Weschler 1992; r = .79) and the Kaufman Test of 

Educational Achievement (Kaufinan & Kaufman 1985; r = .79). 

Woodcock-Johnson III: Applied Problems (Woodcock, McGrew, and Mather 2001). This test requires 

the child to analyze and solve math problems. To solve the problems, the child listened to the problem, 

recognized the procedure to be followed, and then performed relatively simple calculations. Test 

developers reported a one year test retest correlation of .92 for children ages 4 to 7 (McGrew & 

Woodcock 2001). 

Respondents and Response Rate 

Data were collected from children through direct assessment, from parents through CATI phone 

interviews, and from early childhood, kindergarten and elementary teachers through questionnaires. In 

addition, data were collected from school program directors/principals, LEA directors, and SEA directors. 

Response Rates to Date: 

Data Collection Instruments 2003-04 2004-05 2005-06 

Parent interview 96 93 88 

Child assessment 96 94 93 

Teacher questionnaire 76 86 84 

Principal/program director questionnaire 76 -- --

LEA questionnaire* 86 67 --

*

In Wave 2, this questionnaire was sent only to the 15 LEAs in the supplemental sample. 

Appendix A1 Page A1-28 
Timing 

Wave 1 Wave 2 Wave 3 Wave 4 Wave 5 

03-04 04-05 05-06 06-07 08-09 

Parent interviews X X X X X 

Child assessments X X X X X 

Teacher/service provider questionnaires X X X X X 

School/program administrator questionnaires X X** X** X 

District administrator questionnaires X X* 

State administrator questionnaires X 

*Only in the 15 LEAs added in Wave 2. 

**Only for Wave 1 & 2 non-respondents and administrators with children who moved into their schools/programs. 

Availability 

PEELS Wave 1 and Wave 2 data have been released. The PEELS Restricted Use CD-ROM includes a 

User's Guide for the data files; Electronic Codebooks for each file, as well as pdf versions of the 

codebooks; an installation program for the Electronic Codebooks; and a User's Guide for the Electronic 

Codebooks. The data user can create SAS, SPSS for Windows, and Stata programs that will generate an 

extract data file from any of the PEELS data files on the CD-ROM. In addition, PEELS data will be 

available on the web through a dynamic table production system called the PEELS Data Analysis System. 

Contact: 

Celia Rosenquist 

National Center for Special Education Research 

U.S. Department of Education 

555 New Jersey Avenue, NW 

Washington, DC, 20208 

Phone: (202) 219-2024 

E-mail: Celia.Rosenquist@ed.gov 

Appendix A1 Page A1-29 
 

Section 618 Data (DANS)16 

Overview 

Under Section 611, 633 and 618 of IDEA, states and the Department of the Interior, Bureau of Indian 

Affairs, Bureau of Indian Education (BIE) are required to report annual data to OSEP, U.S. Department of 

Education. 

Scope/Topic 

The data set includes the number of children 1) receiving services under IDEA Part C and Part B, 

2) served in various educational settings, 3) exiting schools or programs through various routes, and 

4) removed for disciplinary reasons, as well as counts of personnel employed to serve these children. In 

2004-05, a new data collection was added—counts of students participating in state assessments and their 

performance on those assessments. 

Child count is a point-in-time count by each state of children birth through 21 receiving early 

intervention, special education and related services under IDEA on a state-designated date between 

October 1 and December 1 of each year. Considerations about the child count data include: (1) It is not a 

cumulative count of all students served throughout the most recent 12 month period for Part C and school 

year for Part B; (2) States have different eligibility criteria for each disability category. (U.S. Department 

of Education, Office of Special Education Programs, Data Analysis System (DANS), Part 618 Data 

Collection Information retrieved on September 28, 2009 from 

https://www.ideadata.org/618DataCollection.asp.) 

Sampling Strategy 

No sampling is conducted. 

Data Collection Methods 

Paper data collection forms and CD ROMs are sent to states annually. 

Respondents and Response Rate 

Data are collected from SEAs, with all states reporting. The Department of the Interior submits reports for 

students receiving IDEA services provided by the BIE. Beginning in 2004, DANS began a practice of 

suppressing counts of less than 5 and reports the count as zero. 

Timing 

These data are collected annually. Some of the data (e.g., personnel) have been collected since 1975, 

although data elements have changed over time. See OSEP Part B Data Collection History for a complete 

description of how these data have been collected over the years. (U.S. Department of Education, Office 

of Special Education Programs, Data Analysis System (DANS), Part 618 Data Collection Information 

retrieved on September 28, 2009 from https://www.ideadata.org/618DataCollection.asp.) 

16 https://www.ideadata.org/index.html 

Appendix A1 Page A1-30 
Availability 

The IDEAdata.org website provides public access to the most recent data about children with disabilities 

served under IDEA at https://www.ideadata.org/default.asp. They are provided in the form of tables 

produced for OSEP’s Annual Reports to Congress. The tables, and most pages of this web site, are 

organized according to the part of the law that governs services for children in an age group. Part B serves 

children ages 3 through 21. Part C serves infants and toddlers, ages birth through 2. 

Appendix A1 Page A1-31 
 

Special Education Elementary Longitudinal Study (SEELS)17 

Overview 

The Special Education Elementary Longitudinal Study (SEELS) was a 6-year study of students receiving 

special education who were ages 6 through 12 in spring 2000. The sample included students who were 12 

through 18 at the end of the study. Students were selected randomly from rosters of students receiving 

special education. Statistical summaries generated from SEELS generalize to special education students 

nationally as a group, to each of the Federal special education disability categories, and to each singleyear age cohort. SEELS collected descriptive information about characteristics of students with 

disabilities as they transitioned from elementary to middle and middle to high school. It documented the 

educational services they received and their academic, social, and vocational development. Data were 

collected through telephone interviews with parents, surveys of school staff, direct assessments of 

academic skills and knowledge, and collection of transcripts for middle and high school students. 

Scope/Topic 

SEELS measured the amount of change over time in the lives of elementary and middle school students 

with disabilities at both group and individual levels. The eight topical areas addressed included: 1) 

household characteristics, 2) student functioning, 3) activities in students’ non-school hours, 4) parental 

expectations and supports, 5) school and special education enrollment, 6) school programs, 7) parents’ 

perceptions of schools and school programs, and 8) students’ school engagement and academic 

performance 

Sampling Strategy 

The SEELS sample was constructed in two stages. In the first stage, a sample of 1,124 LEAs was selected 

randomly from the universe of approximately 14,000 LEAs that served students receiving special 

education in at least one grade from first- to seventh-grade. These districts and 77 state-supported special 

schools that served primarily students with hearing and vision impairments and multiple disabilities were 

invited to participate in the study. A total of 245 LEAs and 32 special schools agreed to participate. In the 

second stage, the LEAs provided rosters of students receiving special education in the designated age 

range, from which the student sample was selected. The roster of all students receiving special education 

from each LEA and special school was stratified by disability category. Students then were randomly 

selected from each disability category. Sampling fractions were calculated that would produce enough 

students in each category so that, in the final study year, the data could be generalized to most categories 

individually with an acceptable level of precision, accounting for attrition and for response rates to both 

the parent interview and the direct assessment. A total of 11,512 students were selected and eligible to 

participate in the SEELS parent interview/survey sample. 

Data Collection Methods 

Data collection methods varied according to type of respondent. Teachers and school principals received 

mail questionnaires. For parent data, a parent/guardian of each child was asked to complete a computerassisted telephone interview (CATI) about the participating child’s extracurricular activities, historical 

information, household characteristics and the family’s level and type of involvement in school-related 

areas. Parents with an accurate address who could not be reached by telephone were mailed a selfadministered questionnaire. Child performance data were obtained through direct assessment. For 

children who could not participate in the direct assessment, data were obtained by a teacher completed 

alternate assessment. SEELS assessment data were collected prior to the reauthorization of IDEA in 2004. 

17 http://www.seels.net/ 

Appendix A1 Page A1-32 
SEELS Indicators and Technical Information 

The Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather 2001) is a test battery 

designed to assess academic achievement across the general domains of reading, mathematics, written 

language, oral language, and academic knowledge. Authors report correlations of the complete 

achievement battery with the Wechsler Individual Achievement Test (Wechsler 1992; r=.65), and the 

Kaufman Test of Educational Achievement (Kaufman & Kaufman 1985; r=.79). 

Woodcock-Johnson III: Letter-Word Identification (Woodcock, McGrew, and Mather 2001). This test 

requires children to identify letters that appear in large type on their side of the assessment easel. Later 

items require children to read words aloud. WJ-III Letter Word Identification measures the student’s 

reading skills in identifying isolated letters and words; it is not necessary that the subject know the 

meaning of any words correctly identified. McGrew and Woodcock (2001) reported a .85 one year test 

retest correlation for children ages 8 to 10 and .84 one year test retest correlation for children ages 11 to 

15 (McGrew & Woodcock 2001). 

 

Woodcock-Johnson III: Passage Comprehension (Woodcock, McGrew, and Mather 2001). This test 

requires children to identify letters that appear in large type on their side of the assessment easel. Later 

items require children to read words aloud. McGrew and Woodcock (2001) reported a .86 one year test 

retest correlation for children ages 8 to 10 and .76 one year test retest correlation for children ages 11 to 

15 (McGrew & Woodcock 2001). 

Woodcock-Johnson III: Calculation (Woodcock, McGrew, and Mather 2001). This test requires the 

child to perform math computations. The child is presented with a range of math problems, arranged in 

order of difficulty, to carry out the required math operation and produce the correct answer. Test 

developers reported a one year test retest correlation of .83 for children ages 8 to 10 and .81 for children 

ages 11 to 15 (McGrew & Woodcock 2001). 

Woodcock-Johnson III: Applied Problems (Woodcock, McGrew, and Mather 2001). This test requires 

the child to analyze and solve math problems. To solve the problems, the child listens to the problem, 

recognizes the procedure to be followed, and then performs relatively simple calculations. Test 

developers reported a one year test retest correlation of .85 for children ages 8 to 10 and .88 one year test 

retest correlation for children ages 11 to 15 (McGrew & Woodcock 2001). 

Respondents and Response Rate 

In each round of data collection, data were collected from children through direct assessment, from 

parents through CATI phone interviews, and from principals and language arts teachers through mailed 

surveys. 

Response Rates to Date 

Year 1 Year 2 

Data Collection instruments (%) (%) 

Parent interview 85 75 

Child assessment 63 74 

Teacher questionnaire 60 59 

School program surveys 59 59 

Appendix A1 Page A1-33 
Timing 

SEELS Data Collection Timeline 

Year 1 

1999-2000 

Year 2 

2000-2001 

Year 3 

2001-2002 

Year 4 

2002-2003 Year 5 2003-2004 Year 6 2004-2005 

Student sample selection X 

Parent interview X X X 

Direct assessment/ student interview X X X 

Language arts teacher survey X X X 

School program survey X X X 

School characteristics survey X X X 

Transcript X X X 

Availability 

SEELS data are available for use for researchers on CD-ROM or at www.seels.net. 

Contact: 

Meredith A. Miceli, Ph.D. 

Education Program Specialist 

Office of Special Education Programs 

US Department of Education 

550 12th Street, SW, Room 4069 

Washington, DC 20202-2600 

Phone: (202) 245-6028 

E-mail: Meredith.Miceli@ed.gov 

Appendix A1 Page A1-34 
State Annual Performance Reports (APRs) - State Accountability Test Data 

Overview 

Under No Child Left Behind (NCLB), states administer academic tests in core subject areas for the 

purposes of monitoring school district and school progress towards performance goals defined under 

adequate yearly progress (AYP). States design and administer both standard assessments with 

accommodations and alternate assessments based on alternate achievement standards. The results of each 

type of assessment are characterized by achievement levels such as proficient, advanced, and below 

proficient. These assessments are conducted and the results reported to the public annually. States define 

academic standards and standard and alternate assessments for accountability purposes differently. Across 

states, the assessments also differ in content, test design, cut score identification, and scoring approaches. 

Therefore, any direct comparisons between states must be made cautiously. Under IDEA, states must 

report the results of their state accountability tests for students with disabilities to OSEP on the state’s 

annual progress report. These data, in turn, have been compiled by the National Center on Educational 

Outcomes (NCEO) at the University of Minnesota. 

Scope/Topic 

State accountability data provide performance data on reading, mathematics, and sciences tests in counts 

and percentages of students meeting various achievement levels. 

Sampling Strategy 

No sampling is used. 

Data Collection Methods 

States report performance data to OSEP annually on the state APR. NCEO compiles these data for OSEP. 

Respondents and Response Rate 

These data are collected in all 50 states in compliance with accountability provisions of NCLB. 

According to law, states must include and be accountable for all students in these assessments, including 

students with disabilities. Students with disabilities in states participate via standard assessments with no 

accommodations, standard assessments with accommodations or alternate assessments based on alternate 

achievement standards. At state level, the results of these efforts annually are reported to OSEP in the 

form of counts and percentages. There is considerable state variation in determining eligibility for 

assessments, nature of accommodations, how such decisions are made, as well as how they are used in 

accountability systems. 

Timing 

These data are collected annually. At the time of writing this report, there were no grade 8 mathematics 

data available. 

Appendix A1 Page A1-35 
Availability 

The National Center on Educational Outcomes (NCEO) makes these data available to the public on the 

world wide web through the NCEO data viewer application (http://data.nceo.info/). 

Appendix A1 Page A1-36 
 

United States Census 200018 

Overview 

The U.S. decennial census is mandated by the U. S. Constitution. Census data are used to count the 

nation’s population for the purpose of allocating electoral votes, congressional seats, and funding for 

some federal programs, as well as to evaluate federal policies and programs. The census is conducted by 

the U.S. Bureau of the Census of the U. S. Department of Commerce. U.S. Census figures are based on 

actual counts of persons, including citizens, non-citizen legal residents, non-citizen long-term visitors, and 

illegal immigrants, dwelling in U.S. residential structures. Recent censuses also include estimates of 

uncounted housed, homeless, and migratory persons. 

Scope/Topic 

The U. S. Census collects the following information on the short form from every respondent: whether a 

housing unit is owned or rented, name, sex, age, relationship to householder, Hispanic origin, and Race. 

The long form includes additional questions on the following subjects: social characteristics (marital 

status, place of birth/citizenship/year of entry, education-school enrollment/educational attainment, 

ancestry, residence 5 years ago, language spoken at home, veteran status, disability, grandparents as 

caregivers), economic characteristics (labor force status, place of work and journey to work, work status 

last year, industry/occupation/class of worker, income), dwelling characteristics (units in structure, 

number of rooms, number of bedrooms, plumbing and kitchen facilities, year structure built, year moved 

into unit, house heating fuel, telephone, vehicles available, farm residence, value of home, monthly rent, 

and selected shelter costs). 

Sampling Strategy 

No sampling is used. 

Data Collection Methods 

Census data are collected through questionnaires distributed and returned by mail, questionnaires that are 

hand-delivered to households, and direct counts by census workers for households that do not complete a 

questionnaire. Two forms of the questionnaire are used, the short form and the long form. All respondents 

receive the short form, and a sample of respondents (about one in six) receives additional questions on a 

long form. For the 2000 census, data collection began at the end of March and concluded in August. 

Respondents and Response Rate 

The response rate for the 2000 census was 67%. 

Timing 

The census is conducted every ten years. 

Availability 

Further information about the 2000 census, as well as Census 2000 data, may be found at 

http://www.census.gov/main/www/cen2000.html 

18 http://www.census.gov/ 

Appendix A1 Page A1-37 
Appendix A2. Infants and Toddlers Identified for 

Early Intervention Services Under IDEA 

A2-1
 

Appendix A2. Infants and Toddlers Identified for 

Early Intervention Services Under IDEA
 

In chapter 2, we present data related to questions of identification and outcomes of infants 

and toddlers identified for services under IDEA. This appendix provides supporting information 

for each exhibit in chapter 2. Exhibits A2.1 through A2.7 provide relevant counts and 

percentages related to identification. Exhibits A2.8 through A2.10 provide relevant counts, 

percentages, and significance tests related to declassification. Exhibits A2.11 through A2.28 

provide means, standard errors, confidence intervals, p values, and Benjamini-Hochbergadjusted statistical significance levels related to outcomes. 

A2-3
 
Exhibit A2.1. National number of infants and toddlers identified for services under IDEA, by age (2005) 

Children served under IDEA by age 

Year 

Birth to 

less than 

1 

1 to less 

than 2 

2 to less 

than 3 

3 to less 

than 4 

4 to less 

than 5 

5 to less 

than 6 

6 to less 

than 7 

7 to less 

than 8 

8 to less 

than 9 

9 to less 

than 10 

10 to le

than 

2005 41,865 94,445 158,404 153,320 245,526 300,082 361,567 411,694 454,033 488,367 504,07

Year 

12 to less 

than 13 

13 to less 

than 14 

14 to less 

than 15 

Children served under IDEA by age 

15 to less 

than 16 

16 to less 

than 17 

17 to less 

than 18 

18 to less 

than 19 

19 to less 

than 20 

20 to less 

than 21 

21 to le

than 2

2005 514,497 519,873 521,723 519,973 484,682 417,768 209,608 60,306 28,617 13,35NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA, based on enrollment numbers at a sbetween October 1, 2005, and December 1, 2005. These annual counts include both children newly identified in the year represented by the count and children idyears who continue to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Affairs (Bages of children eligible to receive early intervention services under Part C of IDEA are birth through 2. The shaded portion represents the data for these children

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child Count, 1997–2006, retrieved Decemhttp://www.ideadata.org/PartCChildCount.asp. 

Appendix A2 
Appendix A2 Page A2-5 

Exhibit A2.2/3. National number and percentage of infants and toddlers identified for early intervention services under IDEA,

by age (1997–2006)

Year

Birth through 2 Birth to less than 1 1 to less than 2 2 to less than 3 

Number of 

children 

identified

Number of 

children Percent

Number of 

children 

identified

Number of 

children Percent

Number of 

children 

identified

Number of 

children Percent

Number of 

children 

identified

Number of 

children Percent

1997 192,469 11,671,977 1.65 33,792 3,880,894 0.87 61,401 3,891,494 1.58 97,276 3,899,589 2.49

1998 184,362 11,713,941 1.57 30,681 3,941,553 0.78 59,617 3,880,894 1.54 94,064 3,891,494 2.42

1999 202,718 11,781,864 1.72 35,307 3,959,417 0.89 65,810 3,941,553 1.67 101,601 3,880,894 2.62

2000 229,150 11,959,784 1.92 35,989 4,058,814 0.89 72,998 3,959,417 1.84 120,163 3,941,553 3.05

2001 242,255 12,044,164 2.01 37,962 4,025,933 0.94 77,169 4,058,814 1.90 127,124 3,959,417 3.21

2002 265,549 12,106,473 2.19 41,326 4,021,726 1.03 83,405 4,025,933 2.07 140,818 4,058,814 3.47

2003 271,889 12,137,609 2.24 38,914 4,089,950 0.95 86,108 4,021,726 2.14 146,867 4,025,933 3.65

2004 280,957 12,223,728 2.30 40,575 4,112,052 0.99 89,833 4,089,950 2.20 150,549 4,021,726 3.74

2005 294,714 12,340,351 2.39 41,865 4,138,349 1.01 94,445 4,112,052 2.30 158,404 4,089,950 3.87

2006 299,848 12,516,396 2.40 43,048 4,265,995 1.01 95,993 4,138,349 2.32 160,807 4,112,052 3.91

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point between October 1 and 

December 1 of each year. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to 

receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Affairs (BIA) children. The total number of children 

is a population proxy constructed with National Vital Statistics System birth data, including births on Indian reservations. Birth data for 2006 are preliminary. The percentage of 

children who were identified was calculated by dividing the number of children identified for services under IDEA (DANS) in a given age group by the total number of children in the 

same age group as indicated by the population proxy constructed with National Vital Statistics System birth data. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child Count, 1997–2006, retrieved December 7, 2007, from 

http://www.ideadata.org/PartCChildCount.asp; U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 

National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from http://205.207.175.93/vitalstats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from table 

6, p. 12, of Hamilton, Martin, and Ventura (2007).
Exhibit A2.4/5. National number and percentage of children ages birth through 2 identified for early intervention services under IDEA

by race/ethnicity (1998–2006) 

White Black Hispanic Asian 

Number Number Number Number 

of of of of 

children Number of children Number of children Number of children Numbe

Year Percent identified children Percent identified children Percent identified children Percent identified child

1998 1.41 100,884 7,163,742 1.66 29,252 1,764,973 1.11 24,255 2,178,108 1.18 5,884 497,

1999 1.56 111,213 7,143,355 1.85 32,752 1,774,862 1.22 27,298 2,239,801 1.24 6,369 511,

2000 1.85 132,792 7,162,832 1.91 34,392 1,796,501 1.39 32,604 2,344,103 1.38 7,485 542,

2001 2.12 150,870 7,110,315 2.06 36,872 1,792,035 1.71 42,089 2,456,862 1.70 9,654 569,

2002 2.28 160,550 7,045,113 2.26 40,148 1,780,413 1.96 50,266 2,564,721 1.97 11,812 599,

2003 2.37 165,623 6,992,090 2.27 39,861 1,752,346 1.95 51,789 2,658,052 1.90 11,716 617,

2004 2.43 169,241 6,965,954 2.30 40,131 1,742,325 1.99 54,877 2,754,711 1.84 11,785 641,

2005 2.55 177,153 6,949,628 2.32 40,579 1,748,576 2.09 59,815 2,865,130 1.95 12,781 656,

2006 — 177,379 — — 40,894 — — 64,699 — — 13,625 

— Percentages for 2006 could not be calculated because birth data for 2006 by race/ethnicity were not available. NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Nathe exhibit are aggregated counts of children identified for services under IDEA at a single time point between October 1 and December 1 of each year. These annua

identified in the year represented by the count and children identified in earlier years who continue to receive services under IDEA. Data represent the counts for the 

including Bureau of Indian Affairs (BIA) children and births. The percentages of children identified were calculated by dividing the number of children identified for sergiven racial/ethnic category by the total number of children (birth through 2) in the same racial/ethnic category as indicated by the NVSS-constructed population proxy

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part C Child Count, 1997–2006, retrieved Decembehttp://www.ideadata.org/docs%5CPartCTrendData%5CC3.xls; U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Nationa

Vital Statistics System, 1990–2005, retrieved January 11, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

Appendix A2 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for services 

under IDEA, national average for 50 states and DC, and in 50 states 

and the District of Columbia (1997, 1998–2005 average, and 2006) 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Average for 50 states and DC 1.65 192,469 11,671,977 

98–051 Average for 50 states and DC 2.05 1,971,594 96,307,914 

2006 Average for 50 states and DC 2.40 299,848 12,516,396 

1998 Average for 50 states and DC 1.57 184,362 11,713,941 

1999 Average for 50 states and DC 1.72 202,718 11,781,864 

2000 Average for 50 states and DC 1.92 229,150 11,959,784 

2001 Average for 50 states and DC 2.01 242,255 12,044,164 

2002 Average for 50 states and DC 2.19 265,549 12,106,473 

2003 Average for 50 states and DC 2.24 271,889 12,137,609 

2004 Average for 50 states and DC 2.30 280,957 12,223,728 

2005 Average for 50 states and DC 2.39 294,714 12,340,351 

1997 Alabama 0.88 1,607 181,731 

98–051

 Alabama 1.14 16,686 1,461,193 

2006 Alabama 1.35 2,468 183,198 

1998 Alabama 0.94 1,726 183,476 

1999 Alabama 0.99 1,825 185,110 

2000 Alabama 1.06 1,996 187,495 

2001 Alabama 1.12 2,086 185,875 

2002 Alabama 1.18 2,157 182,720 

2003 Alabama 1.21 2,159 178,973 

2004 Alabama 1.27 2,261 178,029 

2005 Alabama 1.38 2,476 179,515 

1997 Alaska 1.54 466 30,228 

98–051

 Alaska 2.03 4,887 240,697 

2006 Alaska 1.87 595 31,788 

1998 Alaska 1.67 499 29,910 

1999 Alaska 1.96 585 29,823 

2000 Alaska 2.18 651 29,850 

2001 Alaska 2.12 634 29,927 

2002 Alaska 2.09 625 29,915 

2003 Alaska 2.13 641 30,027 

2004 Alaska 2.01 610 30,362 

2005 Alaska 2.08 642 30,883 

See notes at end of exhibit. 

Appendix A2	 Page A2-7 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Arizona 0.70 1,575 223,484 

98–051

 Arizona 1.30 26,524 2,037,431 

2006 Arizona 1.81 5,299 292,337 

1998 Arizona 0.99 2,281 229,264 

1999 Arizona 1.07 2,520 235,087 

2000 Arizona 1.20 2,941 244,661 

2001 Arizona 1.16 2,924 252,015 

2002 Arizona 1.35 3,487 258,707 

2003 Arizona 1.41 3,725 264,401 

2004 Arizona 1.54 4,196 272,467 

2005 Arizona 1.58 4,450 280,829 

1997 Arkansas 2.17 2,348 108,024 

98–051

 Arkansas 2.24 20,058 896,505 

2006 Arkansas 2.71 3,217 118,754 

1998 Arkansas 1.83 2,011 109,714 

1999 Arkansas 1.84 2,020 110,072 

2000 Arkansas 2.10 2,337 111,377 

2001 Arkansas 2.49 2,774 111,522 

2002 Arkansas 2.56 2,874 112,230 

2003 Arkansas 2.47 2,772 112,231 

2004 Arkansas 2.39 2,725 113,794 

2005 Arkansas 2.20 2,545 115,565 

1997 California 1.03 16,696 1,616,318 

98–051

 California 1.59 202,717 12,738,404 

2006 California 2.07 34,343 1,656,156 

1998 California 1.22 19,421 1,585,934 

1999 California 1.35 21,079 1,565,009 

2000 California 1.42 22,371 1,572,128 

2001 California 1.55 24,425 1,578,226 

2002 California 1.69 26,876 1,589,075 

2003 California 1.72 27,496 1,598,113 

2004 California 1.78 28,781 1,615,197 

2005 California 1.97 32,268 1,634,722 

See notes at end of exhibit. 

Appendix A2	 Page A2-8 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Colorado 1.68 2,794 166,672 

98–051

 Colorado 1.72 26,651 1,550,661 

2006 Colorado 1.90 3,951 208,197 

1998 Colorado 1.86 3,194 171,917 

1999 Colorado 1.68 2,998 178,277 

2000 Colorado 2.22 4,151 187,182 

2001 Colorado 1.58 3,068 194,612 

2002 Colorado 1.42 2,854 200,863 

2003 Colorado 1.54 3,148 204,764 

2004 Colorado 1.69 3,484 206,260 

2005 Colorado 1.82 3,754 206,786 

1997 Connecticut 2.17 2,865 131,912 

98–051

 Connecticut 2.92 30,106 1,029,629 

2006 Connecticut 3.20 4,018 125,620 

1998 Connecticut 2.61 3,427 131,398 

1999 Connecticut 2.58 3,354 130,239 

2000 Connecticut 2.92 3,794 130,156 

2001 Connecticut 3.01 3,879 128,984 

2002 Connecticut 3.16 4,033 127,675 

2003 Connecticut 2.90 3,701 127,522 

2004 Connecticut 3.11 3,948 126,969 

2005 Connecticut 3.13 3,970 126,686 

1997 Delaware 2.76 847 30,674 

98–051

 Delaware 2.89 7,567 261,461 

2006 Delaware 2.59 908 35,000 

1998 Delaware 2.62 812 30,986 

1999 Delaware 2.96 933 31,507 

2000 Delaware 3.10 1,003 32,305 

2001 Delaware 2.79 907 32,476 

2002 Delaware 3.14 1,034 32,890 

2003 Delaware 2.87 953 33,168 

2004 Delaware 2.99 1,011 33,788 

2005 Delaware 2.66 914 34,341 

See notes at end of exhibit. 

Appendix A2	 Page A2-9 
Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Year State 

Percentage of 

children age 

birth through 2 

Number of 

children 

identified 

Number of 

children 

1997 

98–051 

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997 

98–051

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

Florida 

 Florida 

Florida 

Florida 

Florida 

Florida 

Florida 

Florida 

Florida 

Florida 

Florida 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

1.25

1.18

1.26

 

1.04

0.92

0.90

1.22

1.24

1.09

1.28

1.72

 

1.97

2.20

1.68

 

2.04

1.97

2.39

2.38

2.74

2.36

1.92

1.83

 

0.98

1.11

1.25

 

1.01

1.02

0.90

0.96

1.02

1.22

1.34

1.36

 316 

 2,175 

 308 

 249 

 212 

 206 

 279 

 283 

 247 

 294 

 405 

 11,265 

 107,883 

 11,468 

 11,783 

 11,546 

 14,247 

 14,443 

 16,894 

 14,719 

 12,214 

 12,037 

 3,372 

 34,601 

 5,357 

 3,590 

 3,731 

 3,427 

 3,770 

 4,061 

 4,907 

 5,450 

 5,665 

25,331 

184,929 

24,433 

24,003 

23,135 

22,874 

22,813 

22,789 

22,742 

23,050 

23,523 

570,498 

4,897,725 

681,175 

577,412 

585,043 

596,785 

606,941 

615,497 

623,622 

635,882 

656,543 

344,546 

3,123,985 

429,668 

354,632 

367,306 

381,729 

392,887 

399,470 

402,805 

408,128 

417,028 

See notes at end of exhibit. 

Appendix A2	 Page A2-10 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Hawaii 5.76 3,135 54,389 

98–051

 Hawaii 7.23 30,534 422,136 

2006 Hawaii 7.19 3,970 55,187 

1998 Hawaii 5.84 3,115 53,377 

1999 Hawaii 5.93 3,085 52,014 

2000 Hawaii 6.85 3,572 52,172 

2001 Hawaii 7.67 3,961 51,661 

2002 Hawaii 9.60 4,999 52,100 

2003 Hawaii 7.94 4,178 52,649 

2004 Hawaii 7.31 3,936 53,858 

2005 Hawaii 6.79 3,688 54,305 

1997 Idaho 1.63 903 55,242 

98–051

 Idaho 2.27 11,208 493,176 

2006 Idaho 2.75 1,919 69,778 

1998 Idaho 1.87 1,056 56,598 

1999 Idaho 2.08 1,204 57,845 

2000 Idaho 2.14 1,274 59,629 

2001 Idaho 2.06 1,257 60,926 

2002 Idaho 2.16 1,340 62,024 

2003 Idaho 2.35 1,490 63,458 

2004 Idaho 2.61 1,706 65,302 

2005 Idaho 2.79 1,881 67,394 

1997 Illinois 1.41 7,758 549,795 

98–051

 Illinois 2.07 90,525 4,375,981 

2006 Illinois 3.07 16,613 540,381 

1998 Illinois 0.98 5,355 546,571 

1999 Illinois 1.49 8,104 545,459 

2000 Illinois 2.09 11,506 549,692 

2001 Illinois 1.82 10,021 551,168 

2002 Illinois 1.98 10,906 549,722 

2003 Illinois 2.40 13,140 547,181 

2004 Illinois 2.82 15,318 543,895 

2005 Illinois 2.98 16,175 542,293 

See notes at end of exhibit. 

Appendix A2	 Page A2-11 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Indiana 1.92 4,785 249,784 

98–051

 Indiana 3.45 71,103 2,062,340 

2006 Indiana 3.63 9,547 263,009 

1998 Indiana 2.20 5,539 252,071 

1999 Indiana 2.84 7,227 254,589 

2000 Indiana 3.19 8,259 258,852 

2001 Indiana 3.52 9,165 260,189 

2002 Indiana 3.64 9,439 259,239 

2003 Indiana 4.00 10,318 257,974 

2004 Indiana 4.15 10,738 258,657 

2005 Indiana 4.00 10,418 260,769 

1997 Iowa 0.93 1,032 110,608 

98–051

 Iowa 1.56 14,121 906,018 

2006 Iowa 2.48 2,932 118,359 

1998 Iowa 0.87 964 111,080 

1999 Iowa 1.00 1,114 111,499 

2000 Iowa 1.26 1,420 113,106 

2001 Iowa 1.44 1,637 113,443 

2002 Iowa 1.70 1,931 113,444 

2003 Iowa 1.88 2,136 113,352 

2004 Iowa 2.04 2,331 114,171 

2005 Iowa 2.23 2,588 115,923 

1997 Kansas 1.48 1,649 111,141 

98–051

 Kansas 2.23 20,803 934,336 

2006 Kansas 2.59 3,117 120,521 

1998 Kansas 1.68 1,884 112,362 

1999 Kansas 1.91 2,187 114,493 

2000 Kansas 2.13 2,485 116,870 

2001 Kansas 2.33 2,738 117,317 

2002 Kansas 2.40 2,828 117,947 

2003 Kansas 2.33 2,749 117,757 

2004 Kansas 2.49 2,947 118,557 

2005 Kansas 2.51 2,985 119,033 

See notes at end of exhibit. 

Appendix A2	 Page A2-12 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997

98–051

 Kentucky 

 Kentucky 

1.72

2.20

 2,715 

 28,929 

158,286 

1,313,660 

2006 Kentucky 2.22 3,786 170,455 

1998 Kentucky 2.11 3,373 160,238 

1999 Kentucky 1.78 2,885 161,935 

2000 Kentucky 2.13 3,510 164,761 

2001 Kentucky 2.34 3,867 165,090 

2002 Kentucky 2.53 4,176 164,920 

2003 Kentucky 2.38 3,903 164,127 

2004 Kentucky 2.22 3,666 165,189 

2005 Kentucky 2.12 3,549 167,400 

1997 Louisiana 0.90 1,763 196,870 

98–051

 Louisiana 1.40 22,071 1,580,487 

2006 Louisiana 1.23 2,325 189,705 

1998 Louisiana 0.86 1,712 198,117 

1999 Louisiana 0.98 1,965 200,049 

2000 Louisiana 1.07 2,167 201,922 

2001 Louisiana 1.15 2,311 200,386 

2002 Louisiana 1.25 2,483 198,122 

2003 Louisiana 1.76 3,440 195,264 

2004 Louisiana 2.33 4,543 195,281 

2005 Louisiana 1.80 3,450 191,346 

1997 Maine 1.57 648 41,339 

98–051

 Maine 2.38 7,849 329,487 

2006 Maine 2.42 1,023 42,207 

1998 Maine 1.85 761 41,176 

1999 Maine 1.82 748 41,018 

2000 Maine 2.06 842 40,952 

2001 Maine 2.35 964 40,978 

2002 Maine 2.63 1,078 40,921 

2003 Maine 2.68 1,105 41,173 

2004 Maine 2.83 1,169 41,358 

2005 Maine 2.82 1,182 41,911 

See notes at end of exhibit. 

Appendix A2	 Page A2-13 
Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Year State 

Percentage of 

children age 

birth through 2 

Number of 

children 

identified 

Number of 

children 

1997 

98–051

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997 

98–051

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

Maryland 

 Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Maryland 

Massachusetts 

 Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

Massachusetts 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

 Michigan 

1.79

2.40

2.96

 

1.93

2.00

2.21

2.23

2.47

2.54

2.82

2.94

 

3.98

5.27

6.38

 

4.05

4.53

4.98

5.30

5.68

5.96

5.75

5.95

 

1.39

1.88

2.30

 

1.48

1.71

1.80

1.76

1.89

2.09

2.14

2.20

 3,837 

 42,069 

 6,717 

 4,118 

 4,285 

 4,815 

 4,897 

 5,450 

 5,621 

 6,276 

 6,607 

 9,645 

 101,865 

 14,878 

 9,803 

 10,998 

 12,145 

 12,906 

 13,826 

 14,407 

 13,757 

 14,023 

 5,597 

 59,820 

 8,836 

 5,918 

 6,845 

 7,267 

 7,094 

 7,570 

 8,229 

 8,350 

 8,547 

214,144

1,755,377

227,086

213,720

214,154

218,255

219,501

220,857

221,471

222,881

224,538

242,288

1,932,447 

233,118

242,051

242,714

243,964

243,630

243,336

241,906

239,313

235,533

401,743

3,181,869

384,958

400,767

400,987

403,444

403,205

399,565

394,488

390,837

388,576

See notes at end of exhibit. 

Appendix A2 Page A2-14 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Minnesota 1.47 2,806 191,462 

98–051

 Minnesota 1.52 24,626 1,618,104 

2006 Minnesota 1.66 3,578 215,102 

1998 Minnesota 1.43 2,757 193,401 

1999 Minnesota 1.46 2,852 195,671 

2000 Minnesota 1.48 2,948 198,776 

2001 Minnesota 1.52 3,052 201,136 

2002 Minnesota 1.61 3,267 203,191 

2003 Minnesota 1.70 3,502 205,637 

2004 Minnesota 1.46 3,039 208,699 

2005 Minnesota 1.52 3,209 211,593 

1997 

98–051

Mississippi 

 Mississippi 

1.83

1.62

 2,268 

 16,487 

123,864 

1,019,736 

2006 Mississippi 1.18 1,546 131,291 

1998 Mississippi 1.63 2,040 125,459 

1999 Mississippi 1.79 2,272 127,156 

2000 Mississippi 1.89 2,450 129,698 

2001 Mississippi 1.57 2,030 129,041 

2002 Mississippi 1.46 1,862 127,875 

2003 Mississippi 1.57 1,975 126,180 

2004 Mississippi 1.68 2,126 126,725 

2005 Mississippi 1.36 1,732 127,602 

1997 Missouri 0.98 2,167 220,897 

98–051

 Missouri 1.33 24,219 1,821,093 

2006 Missouri 1.35 3,216 237,771 

1998 Missouri 1.12 2,503 223,227 

1999 Missouri 1.19 2,666 224,827 

2000 Missouri 1.34 3,039 227,253 

2001 Missouri 1.24 2,825 227,359 

2002 Missouri 1.30 2,942 227,178 

2003 Missouri 1.50 3,423 227,760 

2004 Missouri 1.50 3,445 230,061 

2005 Missouri 1.45 3,376 233,428 

See notes at end of exhibit. 

Appendix A2	 Page A2-15 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 Montana 1.62 531 32,847 

98–051

 Montana 1.88 4,985 265,109 

2006 Montana 1.91 679 35,608 

1998 Montana 1.78 580 32,500 

1999 Montana 1.94 628 32,429 

2000 Montana 1.76 574 32,537 

2001 Montana 1.83 600 32,712 

2002 Montana 1.74 574 32,976 

2003 Montana 1.88 628 33,441 

2004 Montana 1.99 677 33,990 

2005 Montana 2.10 724 34,524 

1997 Nebraska 1.27 885 69,848 

98–051

 Nebraska 1.53 9,068 593,354 

2006 Nebraska 1.71 1,354 79,210 

1998 Nebraska 1.18 828 70,139 

1999 Nebraska 1.35 952 70,760 

2000 Nebraska 1.64 1,185 72,087 

2001 Nebraska 1.52 1,115 73,373 

2002 Nebraska 1.55 1,163 74,849 

2003 Nebraska 1.66 1,260 76,120 

2004 Nebraska 1.68 1,302 77,632 

2005 Nebraska 1.61 1,263 78,394 

1997 Nevada 1.21 944 78,092 

98–051

 Nevada 1.14 8,546 747,085 

2006 Nevada 1.35 1,520 112,553 

1998 Nevada 1.30 1,066 81,735 

1999 Nevada 1.26 1,067 84,972 

2000 Nevada 1.10 978 88,890 

2001 Nevada 0.98 895 91,573 

2002 Nevada 0.93 885 94,782 

2003 Nevada 0.95 930 97,600 

2004 Nevada 1.29 1,308 101,418 

2005 Nevada 1.34 1,417 106,115 

See notes at end of exhibit. 

Appendix A2	 Page A2-16 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997

98–051

 New Hampshire 

 New Hampshire 

1.86

2.61

 810 

 9,058 

43,498 

346,406 

2006 New Hampshire 3.66 1,588 43,365 

1998 New Hampshire 2.06 890 43,262 

1999 New Hampshire 2.29 979 42,783 

2000 New Hampshire 2.82 1,214 43,079 

2001 New Hampshire 2.71 1,174 43,306 

2002 New Hampshire 2.79 1,221 43,707 

2003 New Hampshire 2.64 1,146 43,491 

2004 New Hampshire 2.68 1,164 43,400 

2005 New Hampshire 2.93 1,270 43,378 

1997 

98–051

New Jersey 

 New Jersey 

1.17

1.94

 4,012 

 53,467 

342,413 

2,760,594 

2006 New Jersey 2.71 9,310 344,035 

1998 New Jersey 1.28 4,396 342,135 

1999 New Jersey 1.39 4,743 341,934 

2000 New Jersey 1.59 5,470 344,287 

2001 New Jersey 1.86 6,434 345,532 

2002 New Jersey 2.09 7,252 346,178 

2003 New Jersey 2.33 8,085 347,529 

2004 New Jersey 2.38 8,272 346,987 

2005 New Jersey 2.55 8,815 346,012 

1997 New Mexico 2.38 1,927 81,019 

98–051

 New Mexico 2.49 16,447 659,875 

2006 New Mexico 3.53 3,077 87,156 

1998 New Mexico 1.42 1,156 81,417 

1999 New Mexico 1.74 1,416 81,380 

2000 New Mexico 2.15 1,755 81,732 

2001 New Mexico 2.35 1,919 81,542 

2002 New Mexico 2.53 2,079 82,104 

2003 New Mexico 2.81 2,327 82,702 

2004 New Mexico 3.29 2,760 83,958 

2005 New Mexico 3.57 3,035 85,040 

See notes at end of exhibit. 

Appendix A2	 Page A2-17 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 New York 2.26 17,950 792,570 

98–051

 New York 3.85 235,411 6,119,817 

2006 New York 4.15 30,988 746,389 

1998 New York 2.64 20,592 779,408 

1999 New York 3.05 23,499 771,057 

2000 New York 3.49 26,934 772,556 

2001 New York 3.96 30,417 768,375 

2002 New York 4.71 35,997 764,178 

2003 New York 4.35 33,026 759,155 

2004 New York 4.29 32,388 755,076 

2005 New York 4.34 32,558 750,012 

1997 North Carolina 1.58 4,952 313,077 

98–051

 North Carolina 1.61 44,878 2,780,201 

2006 North Carolina 2.02 7,500 370,784 

1998 North Carolina 1.55 5,001 323,173 

1999 North Carolina 1.30 4,331 332,498 

2000 North Carolina 1.24 4,303 345,794 

2001 North Carolina 1.56 5,498 352,291 

2002 North Carolina 1.66 5,895 355,831 

2003 North Carolina 1.71 6,057 353,843 

2004 North Carolina 1.79 6,375 355,505 

2005 North Carolina 2.05 7,418 361,266 

1997 North Dakota 1.29 326 25,176 

98–051

 North Dakota 1.87 3,549 189,636 

2006 North Dakota 3.00 757 25,201 

1998 North Dakota 1.21 298 24,632 

1999 North Dakota 1.37 328 23,924 

2000 North Dakota 1.56 363 23,247 

2001 North Dakota 1.62 371 22,944 

2002 North Dakota 1.78 411 23,062 

2003 North Dakota 2.04 476 23,358 

2004 North Dakota 2.55 611 23,918 

2005 North Dakota 2.81 691 24,551 

See notes at end of exhibit. 

Appendix A2	 Page A2-18 
Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Year State 

Percentage of 

children age 

birth through 2 

Number of 

children 

identified 

Number of 

children 

1997 

98–051

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

Ohio 

 Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

Ohio 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oklahoma 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

 Oregon 

5.01

1.75

2.61

 

1.13

1.56

1.73

1.66

1.52

1.85

2.11

2.46

 

1.38

1.82

1.94

 

1.46

1.51

1.66

1.76

1.95

2.21

1.97

1.96

 

1.39

1.42

1.77

 

1.22

1.33

1.35

1.38

1.42

1.35

1.52

1.75

 2,917 

 63,577 

 11,696 

 5,161 

 7,115 

 7,973 

 7,612 

 6,943 

 8,339 

 9,449 

 10,985 

 1,929 

 21,726 

 3,043 

 2,103 

 2,218 

 2,465 

 2,627 

 2,935 

 3,348 

 3,013 

 3,017 

 1,805 

 15,386 

 2,482 

 1,625 

 1,785 

 1,833 

 1,887 

 1,933 

 1,838 

 2,081 

 2,404 

457,789

3,634,511

447,932

456,519

457,411

460,850

459,626

455,762

449,969

447,353

447,021

140,134

1,196,361

157,125

143,923

146,740

148,253

148,910

150,287

151,486

152,674

154,088

130,278

1,086,798

140,317

132,740

134,286

136,281

136,330

136,318

136,467

136,823

137,553

See notes at end of exhibit. 

Appendix A2 Page A2-19 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997

98–051

 Pennsylvania 

 Pennsylvania 

1.56

2.49

 6,944 

 86,676 

444,412 

3,481,158 

2006 Pennsylvania 3.41 14,957 439,213 

1998 Pennsylvania 1.68 7,385 438,461 

1999 Pennsylvania 1.88 8,189 435,470 

2000 Pennsylvania 2.15 9,400 437,527 

2001 Pennsylvania 2.34 10,191 435,123 

2002 Pennsylvania 2.61 11,274 432,626 

2003 Pennsylvania 2.88 12,429 432,304 

2004 Pennsylvania 3.07 13,297 433,557 

2005 Pennsylvania 3.33 14,511 436,090 

1997 Rhode Island 2.25 853 37,883 

98–051

 Rhode Island 3.12 9,491 304,675 

2006 Rhode Island 4.35 1,646 37,855 

1998 Rhode Island 2.62 987 37,706 

1999 Rhode Island 2.72 1,019 37,420 

2000 Rhode Island 2.54 951 37,470 

2001 Rhode Island 2.90 1,089 37,584 

2002 Rhode Island 3.31 1,263 38,112 

2003 Rhode Island 3.30 1,282 38,816 

2004 Rhode Island 3.32 1,290 38,882 

2005 Rhode Island 4.16 1,610 38,685 

1997 South Carolina 1.31 2,020 154,257 

98–051

 South Carolina 1.36 17,901 1,319,178 

2006 South Carolina 1.91 3,381 176,572 

1998 South Carolina 1.40 2,194 157,208 

1999 South Carolina 1.49 2,404 161,039 

2000 South Carolina 1.39 2,289 164,939 

2001 South Carolina 1.25 2,093 166,818 

2002 South Carolina 1.02 1,695 166,440 

2003 South Carolina 1.05 1,739 165,975 

2004 South Carolina 1.37 2,289 166,809 

2005 South Carolina 1.88 3,98 169,950 

See notes at end of exhibit. 

Appendix A2	 Page A2-20 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997 South Dakota 1.55 482 31,121 

98–051

 South Dakota 2.30 5,872 255,052 

2006 South Dakota 2.90 1,006 34,717 

1998 South Dakota 1.92 595 30,934 

1999 South Dakota 1.97 611 30,985 

2000 South Dakota 2.07 645 31,157 

2001 South Dakota 2.09 655 31,352 

2002 South Dakota 2.23 704 31,526 

2003 South Dakota 2.58 830 32,208 

2004 South Dakota 2.71 897 33,063 

2005 South Dakota 2.76 935 33,827 

1997 Tennessee 1.51 3,334 221,405 

98–051

 Tennessee 1.81 33,906 1,872,307 

2006 Tennessee 1.63 4,014 245,734 

1998 Tennessee 1.49 3,367 225,628 

1999 Tennessee 1.64 3,757 229,677 

2000 Tennessee 1.81 4,250 234,810 

2001 Tennessee 1.99 4,701 235,754 

2002 Tennessee 2.30 5,426 235,433 

2003 Tennessee 1.80 4,215 234,712 

2004 Tennessee 1.68 3,973 236,014 

2005 Tennessee 1.76 4,217 240,279 

1997 Texas 1.20 11,861 987,133 

98–051

 Texas 1.67 144,551 8,657,689 

2006 Texas 1.99 23,232 1,166,820 

1998 Texas 1.28 12,877 1,006,663 

1999 Texas 1.40 14,361 1,025,502 

2000 Texas 1.53 16,132 1,054,942 

2001 Texas 1.69 18,171 1,078,069 

2002 Texas 1.84 20,286 1,101,274 

2003 Texas 1.81 20,233 1,115,336 

2004 Texas 1.82 20,638 1,131,219 

2005 Texas 1.91 21,853 1,144,684 

See notes at end of exhibit. 

Appendix A2	 Page A2-21 
Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Year State 

Percentage of 

children age 

birth through 2 

Number of 

children 

identified 

Number of 

children 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Utah 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Vermont 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

 Virginia 

1.55

1.64

1.78

 

1.40

1.50

1.63

1.74

1.75

1.62

1.69

1.76

 

1.61

2.63

3.50

 

1.91

2.07

2.23

2.43

3.00

3.23

3.06

3.16

 

0.86

1.37

1.46

 

0.95

1.07

1.08

1.19

1.40

1.74

1.76

1.72

 1,934 

 18,682 

 2,767 

 1,828 

 2,013 

 2,263 

 2,463 

 2,527 

 2,382 

 2,524 

 2,682 

 324 

 4,116 

 679 

 381 

 409 

 438 

 472 

 577 

 625 

 599 

 615 

 2,393 

 32,366 

 4,619 

 2,651 

 3,010 

 3,110 

 3,497 

 4,163 

 5,228 

 5,369 

 5,338 

124,723

1,138,528

155,725

130,311

134,514

138,808

141,602

144,494

147,001

149,712

152,086

20,157

156,447

19,403

19,956

19,756

19,649

19,433

19,253

19,342

19,575

19,483

276,794

2,354,203

316,305

278,567

281,682

288,758

293,291

297,494

299,810

304,859

309,742

See notes at end of exhibit. 

Appendix A2 Page A2-22 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 

birth through 2 

children 

identified 

Number of 

children 

1997

98–051

 Washington 

 Washington 

0.98

1.38

 2,284 

 26,495 

233,363 

1,918,638 

2006 Washington 1.76 4,412 251,298 

1998 Washington 1.04 2,443 235,798 

1999 Washington 1.17 2,781 237,439 

2000 Washington 1.21 2,900 240,285 

2001 Washington 1.30 3,119 240,192 

2002 Washington 1.47 3,518 239,634 

2003 Washington 1.52 3,627 239,087 

2004 Washington 1.60 3,859 241,264 

2005 Washington 1.73 4,248 244,939 

1997 

98–051

West Virginia 

 West Virginia 

2.99

2.68

 1,875 

 13,345 

62,642 

498,051 

2006 West Virginia 4.45 2,786 62,644 

1998 West Virginia 2.76 1,718 62,227 

1999 West Virginia 1.34 833 62,205 

2000 West Virginia 2.07 1,288 62,340 

2001 West Virginia 2.58 1,598 62,021 

2002 West Virginia 2.60 1,612 62,005 

2003 West Virginia 2.69 1,667 62,075 

2004 West Virginia 3.18 1,986 62,527 

2005 West Virginia 4.22 2,643 62,651 

1997 Wisconsin 1.93 3,887 201,142 

98–051

 Wisconsin 2.51 41,350 1,649,464 

2006 Wisconsin 2.57 5,494 213,465 

1998 Wisconsin 1.97 3,953 201,113 

1999 Wisconsin 2.29 4,629 202,215 

2000 Wisconsin 2.52 5,157 204,984 

2001 Wisconsin 2.52 5,212 206,606 

2002 Wisconsin 2.57 5,323 206,958 

2003 Wisconsin 2.61 5,417 207,672 

2004 Wisconsin 2.76 5,756 208,746 

2005 Wisconsin 2.80 5,903 211,170 

See notes at end of exhibit. 

Appendix A2	 Page A2-23 
Exhibit A2.6. Percentage of children ages birth through 2 identified for 

services under IDEA, national average for 50 states and DC, 

and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006)—Continued 

Year State 

Percentage of 

children age 

birth through 2 

Number of 

children 

identified 

Number of 

children 

1997 

98–051

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

Wyoming 

 Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

Wyoming 

2.28

3.03

4.26

 

2.09

2.14

2.45

2.87

3.27

3.47

3.78

3.99

 431 

 4,661 

 926 

 396 

 401 

 457 

 531 

 618 

 671 

 759 

 828 

18,934

153,910

21,716

18,925

18,768

18,634

18,497

18,918

19,365

20,057

20,746

1

 Throughout this exhibit, "98–05" presents the average percentage for the years 1998 through 

2005. 

NOTE: National data represent the counts for the 50 states and the District of Columbia, including 

Bureau of Indian Affairs (BIA) children. The numbers used to calculate the percentages of children 

identified are (1) counts of children identified for services under IDEA at a single time point 

between October 1 and December 1 of each year and (2) population proxy constructed with data 

from the National Vital Statistics System (NVSS) birth data, including births on Indian reservations. 

The annual state counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. The 

percentages were calculated by dividing the number of children identified for services under IDEA 

(birth through 2) in a state (or nationally) by the number of children in the same state (or nationally) 

as indicated by the NVSS-constructed population proxy. NVSS birth data for 2006 are preliminary. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part C Child Count, 1997–2006, retrieved December 7, 2007, from 

https://www.ideadata.org/tables30th%5Car_1-1.xls; U.S. Department of Health and Human 

Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 

National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from 

table 6, p. 12, of Hamilton, Martin, and Ventura (2007). 

Appendix A2 Page A2-24 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.7. Percentage of children ages birth through 2 identified for services under IDEA in 50 states 

and the District of Columbia, by the state’s Office of Special Education Programs (OSEP) 

categorization of eligibility (2006) 

Birth to less than 1 1 to less than 2 

OSEP Number of Number of 

State 

(1)	 

categorization 

of eligibility 

(2) 

Percent 

(3) 

children 

identified 

(4) 

Number of 

children 

(5) 

Percent 

(6) 

children 

identified 

(7) 

Number of

children 

(8) 

National † 1.01 43,048 4,265,995 2.32 95,993 4,138,349 

Alabama Broad 0.45 282 63,235 1.31 793 60,453 

Alaska Moderate 0.70 77 10,991 1.86 195 10,459 

Arizona Narrow 0.57 588 102,475 1.71 1,642 96,199 

Arkansas Broad 1.00 408 40,973 2.77 1,085 39,208 

California Broad 1.13 6,361 562,431 2.08 11,420 548,882 

Colorado Moderate 0.71 501 70,750 1.88 1,293 68,944 

Connecticut Narrow 1.06 442 41,807 2.90 1,209 41,718 

Delaware Moderate 0.93 112 11,988 2.53 294 11,643 

District of Columbia Narrow 0.53 45 8,529 1.33 106 7,971

Florida Broad 0.59 1,396 236,882 1.55 3,508 226,240 

Georgia	 — 0.43 639 148,619 1.16 1,655 142,200 

Hawaii Broad 6.45 1,224 18,982 6.66 1,193 17,924 

Idaho Narrow 1.62 392 24,184 2.62 605 23,062 

Illinois Moderate 1.15 2,074 180,583 2.91 5,202 179,020 

Indiana Moderate 1.37 1,211 88,674 3.67 3,197 87,193 

Iowa Broad 1.37 556 40,610 2.38 935 39,311 

Kansas Broad 1.39 568 40,964 2.36 943 39,888 

Kentucky Moderate 0.57 335 58,291 2.10 1,188 56,444 

Louisiana Narrow 0.82 517 63,399 1.59 971 60,937 

Maine Narrow 0.61 87 14,151 2.13 300 14,112 

Maryland Broad 1.29 996 77,478 2.88 2,156 74,980 

Massachusetts Broad 3.10 2,411 77,769 6.28 4,827 76,865 

Michigan Broad 1.08 1,380 127,476 2.21 2,827 127,706 

Minnesota Moderate 0.60 440 73,559 1.53 1,088 70,919 

Mississippi Broad 0.47 218 46,069 1.20 509 42,395 

Missouri Narrow 0.61 500 81,388 1.36 1,066 78,618 

Montana Narrow 0.90 112 12,506 1.97 228 11,583 

Nebraska Narrow 0.69 184 26,733 1.69 441 26,145 

Nevada Narrow 0.64 255 40,085 1.22 453 37,268 

New Hampshire Broad 1.52 219 14380 3.34 482 14,420 

See notes at end of exhibit. 

Appendix A2	 Page A2-25 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.7. Percentage of children ages birth through 2 identified for services under IDEA in 50 states 

and the District of Columbia, by the state’s Office of Special Education Programs (OSEP) 

categorization of eligibility (2006)—Continued 

Birth to less than 1 1 to less than 2 

OSEP Number of Number of 

categorization children Number of children Number of 

State of eligibility Percent identified children Percent identified children 

(1) (2) (3) (4) (5) (6) (7) (8) 

New Jersey Moderate 0.59 676 115,006 2.47 2,807 113,776 

New Mexico Broad 2.14 640 29,937 3.51 1,012 28,835 

New York Moderate 1.07 2,664 250,091 3.77 9,286 246,351 

North Carolina Moderate 0.83 1,057 127,841 2.01 2,472 123,096 

North Dakota Narrow 1.84 159 8,622 2.96 248 8,390 

Ohio Broad 1.39 2,099 150,590 2.72 4,036 148,388 

Oklahoma Narrow 1.22 661 54,018 1.97 1,019 51,801 

Oregon Narrow 0.63 306 48,717 1.70 779 45,922 

Pennsylvania Broad 1.65 2,466 149,082 3.40 4,948 145,383 

Rhode Island Moderate 2.02 250 12,379 4.23 537 12,697 

South Carolina Narrow 0.75 468 62,271 1.87 1,079 57,711 

South Dakota Moderate 1.17 139 11,917 2.72 312 11,462 

Tennessee Narrow 0.67 563 84,345 1.68 1,370 81,747 

Texas Broad 0.89 3,562 399,612 1.88 7,253 385,915 

Utah Narrow 0.66 353 53,499 1.65 853 51,556 

Vermont Broad 1.31 85 6,509 3.08 194 6,295 

Virginia Broad 0.60 649 107,817 1.66 1,737 104,555 

Washington Broad 0.49 426 86,848 1.67 1,382 82,703 

West Virginia Broad 2.45 513 20,928 4.68 975 20,836 

Wisconsin Broad 0.91 660 72,335 2.20 1,564 70,984 

Wyoming Broad 1.59 122 7,670 4.41 319 7,239 

See notes at end of exhibit. 

Appendix A2 Page A2-26 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.7. Percentage of children ages birth through 2 identified for services under 

IDEA in 50 states and the District of Columbia, by the state’s Office of 

Special Education Programs (OSEP) categorization of eligibility (2006)— 

Continued 

2 to less than 3 Birth through 2 

Number of Number of 

children Number of children Number of 

State Percent identified children Percent identified children 

(1)	 (9) (10) (11) (12) (13) (14) 

National 3.91 160,807 4,112,052 2.40 299,848 1,2516,396 

Alabama	 2.34 1,393 59,510 1.35 2,468 183,198 

Alaska 3.12 323 10,338 1.87 595 31,788 

Arizona 3.28 3,069 93,663 1.81 5,299 292,337 

Arkansas	 4.47 1,724 38,573 2.71 3,217 118,754 

California	 3.04 16,562 544,843 2.07 34,343 1,656,156 

Colorado	 3.15 2,157 68,503 1.90 3,951 208,197 

Connecticut	 5.62 2,367 42,095 3.20 4,018 125,620 

Delaware	 4.42 502 11,369 2.59 908 35,000 

District of Columbia 1.98 157 7,933 1.26 308 24,433 

Florida 3.01 6,564 218,053 1.68 11,468 681,175 

Georgia	 2.21 3,063 138,849 1.25 5,357 429,668 

Hawaii	 8.50 1,553 18,281 7.19 3,970 55,187 

Idaho	 4.09 922 22,532 2.75 1,919 69,778 

Illinois	 5.16 9,337 180,778 3.07 16,613 540,381 

Indiana 5.90 5,139 87,142 3.63 9,547 263,009 

Iowa	 3.75 1,441 38,438 2.48 2,932 118,359 

Kansas	 4.05 1,606 39,669 2.59 3,117 120,521 

Kentucky	 4.06 2,263 55,720 2.22 3,786 170,455 

Louisiana	 1.28 837 65,369 1.23 2,325 189,705 

Maine 4.56 636 13,944 2.42 1,023 42,207 

Maryland 4.78 3,565 74,628 2.96 6,717 227,086 

Massachusetts 9.73 7,640 78,484 6.38 14,878 233,118 

Michigan 3.57 4,629 129,776 2.30 8,836 384,958 

Minnesota	 2.90 2,050 70,624 1.66 3,578 215,102 

Mississippi 1.91 819 42,827 1.18 1,546 131,291 

Missouri	 2.12 1,650 77,765 1.35 3,216 237,771 

Montana	 2.94 339 11,519 1.91 679 35,608 

Nebraska	 2.77 729 26,332 1.71 1,354 79,210 

Nevada 2.31 812 35,200 1.35 1,520 112,553 

New Hampshire 6.09 887 14,565 3.66 1,588 43,365 

See notes at end of exhibit. 

Appendix A2	 Page A2-27 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A2.7. Percentage of children ages birth through 2 identified for services under 

IDEA in 50 states and the District of Columbia, by the state’s Office of 

Special Education Programs (OSEP) categorization of eligibility (2006)— 

Continued 

2 to less than 3 Birth through 2 

Number of Number of 

children Number of children Number of 

State Percent identified children Percent identified children 

(1) (9) (10) (11) (12) (13) (14) 

New Jersey 5.06 5,827 115,253 2.71 9,310 344,035 

New Mexico 5.02 1,425 28,384 3.53 3,077 87,156 

New York 7.62 19,038 249,947 4.15 30,988 746,389 

North Carolina 3.31 3,971 119,847 2.02 7,500 370,784 

North Dakota 4.27 350 8,189 3.00 757 25,201 

Ohio 3.73 5,561 148,954 2.61 11,696 447,932 

Oklahoma 2.66 1,363 51,306 1.94 3,043 157,125 

Oregon 3.06 1,397 45,678 1.77 2,482 140,317 

Pennsylvania 5.21 7,543 144,748 3.41 14,957 439,213 

Rhode Island 6.72 859 12,779 4.35 1,646 37,855 

South Carolina 3.24 1,834 56,590 1.91 3,381 176,572 

South Dakota 4.90 555 11,338 2.90 1,006 34,717 

Tennessee 2.61 2,081 79,642 1.63 4,014 245,734 

Texas 3.26 12,417 381,293 1.99 23,232 1,166,820 

Utah 3.08 1,561 50,670 1.78 2,767 155,725 

Vermont 6.06 400 6,599 3.50 679 19,403 

Virginia 2.15 2,233 103,933 1.46 4,619 316,305 

Washington 3.19 2,604 81,747 1.76 4,412 251,298 

West Virginia 6.22 1,298 20,880 4.45 2,786 62,644 

Wisconsin 4.66 3,270 70,146 2.57 5,494 213,465 

Wyoming 7.13 485 6,807 4.26 926 21,716 

† Not applicable. 

— Not available. 

NOTE: OSEP categorization is based on definition of developmental delay and whether the state serves at-risk 

children. The numbers of children identified are calculated from counts of children identified for services under IDEA 

at a single time point between October 1, 2006, and December 1, 2006. These annual counts include both children 

newly identified in the year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. National data represent the counts for the 50 states and the District of Columbia, including 

Bureau of Indian Affairs (BIA) children. The percentages were calculated by dividing the number of children identified 

for services under IDEA (birth through 2) in a state by the number of children in the same state as indicated by the 

NVSS-constructed population proxy. NVSS birth data for 2006 are preliminary.
 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 

Part C Child Count, 1997–2006, retrieved December 7, 2007, from http://www.ideadata.org/tables30th%5car_7-1.xls; 

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for 

Health Statistics, National Vital Statistics System, 1990–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx; birth data for 2006 are from table 6, p. 12, of 

Hamilton, Martin, and Ventura (2007). 

Appendix A2 Page A2-28 
Exhibit A2.8. National percentage of children exiting early intervention before 

36 months of age and at 36 months of age who did and did not 

receive Part B services 

Outcome Percent 

Standard 

error N 

Confidence 

interval 

Exited before 36 months 

Exited at 36 months to Part B 

Exited at 36 months, no Part B 

17.8

61.9

20.4

 1.93 

 1.73 

 1.55 

365 

1,452 

458 

3.84

3.19

3.14

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention 

services between September 1997 and November 1998. 
 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early
 

Intervention Longitudinal Study (NEILS), parent interviews and kindergarten teacher survey (public use 

dataset), 2007.
 

Exhibit A2.9. National percentage of children no longer receiving early 

intervention services under IDEA at 36 months of age, by exit 

category (2005–2006) 

Percentage of children 

 no longer receiving EI 

Outcome Number of children services 

Total 170,113 

Part B eligible 112,164 65.93

Exited to other programs 19,811 11.64

Part B eligibility not determined 28,167 16.56

Exited with no referrals 9,971 5.86

NOTE: The DANS data represented in this exhibit reflect data on all children who exited EI programs at 

36 months of age in fall 2005. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System 

(DANS), retrieved December 7, 2007, from https://www.ideadata.org/tables30th%5Car_7-8.xls. 

Appendix A2	 Page A2-29 
Exhibit A2.10. Percentage of children no longer receiving early intervention services under IDEA at 36 months of age, by 

and state (fall 2005) 

State 

Percent Number 

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited with 

no referrals 

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited wit

no referra

Alabama Alaska Arizona Arkansas California Colorado Connecticut 

Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas 

Kentucky Louisiana 

Maine 

71.4 

75.9

91.3 

73.8

54.9

81.2 

70.1

68.5

9.8 

78.8

71.9 

39.0

79.2

69.1 

51.6 

70.6 

86.3

74.2 

63.6 

97.0 

17.5

 9.8

4.0 

 7.6 

 26.0

3.5 

 12.3

 6.1 

86.5

 0.0

21.8

 39.7

 4.6 

20.6

9.2

0.0

 3.8

18.3

25.7

3.0 

 6.1

 7.6

1.5 

11.6

 19.1 

9.3 

 10.3 

17.4

 3.6

 4.7 

 3.6

 15.6 

10.0

 9.7

 26.1

 13.3

 2.8

 2.4

 3.5

0.0 

 5.0  6.7 

3.3 

 7.0 

0.0 

6.1 

7.3 

 8.0 

 0.0 

16.5 

 2.7 

5.8 

 6.3 

 0.6 

 13.2 

 16.2  7.1 

 5.1  7.3 

0.0 

957 271

2,160

901

15,275

1,620 1,839

315

19

5,9872,288

501684

5,7562,455

590 

1,4871,5381,3681,242

234

 35

 94

 93 

 7,229

70

 322

 28

167

 0  694

 511 40

 1,718  436 

0 

 66 380  552 

38

 82 27

 35

141

 5,306 

 185 271

 80

 7 

356 

 114 

 200  86

807 

1,245

111

 48 

4975

 0 

 6 2

 7

 8

 12 19

 3

1,25

87

 5

4

 62

 13

12

 10 15

See notes at end of exhibit. Appendix A2 
Exhibit A2.10. Percentage of children no longer receiving early intervention services under IDEA at 36 months of age, by 

and state (fall 2005)—Continued 

State 

Percent Number

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited with 

no referrals 

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited wit

no referra

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 

78.0 

79.3

49.0

100.0

51.9

79.3 67.7

98.7

67.2 

78.2 

51.2 

80.3

67.472.1

69.6 

54.7 

64.9

92.5

80.3 

74.3

11.6 

 0.6  16.4

 0.0

 10.7

10.3

 15.8

 0.0

25.3

14.6

31.7

 2.4

 16.5

 9.7 

2.9

0.2

 19.8

 0.7

10.7

 5.1 

7.7 

13.7

 20.7

 0.0

 20.0

 5.9

 12.4 

 0.0 2.5

 7.2

 9.8

 9.0

 11.1 

18.0

 11.3

 20.4

 11.6 

 1.1

 2.9

15.9

2.7 

 6.4 

 14.0 

 0.0 

 17.4 

 4.5 

4.1 

 1.4 

 5.1 

 0.0 

 7.3  8.3 

5.0 

 0.3 

 16.2 

 24.8 

3.6 

 5.8 

 6.1 

 4.7 

2,6205,700 2,1891,578

575

1,745

197

584

516 

503

2,431 

818

15,055

2,613

215 

2,592

937

1,116 5,582

569

 390

43

 731

 0 

 119

 227

 46

 0 

194

 94

1,505

 24

 3,677

 350

9 

 7 

 286

8 

 740

 39 

 257 

 981 926

0 

 221

 130

 36

0 

 19

 46 

 463

 92

 2,487 651 

35

967 

 168 

13

 201

122

9

 46 62

 19

 10

 1

 3

 34

 8

 1,11

1

 5

1,17

5

 7 42

 3

See notes at end of exhibit. Appendix A2 
Exhibit A2.10. Percentage of children no longer receiving early intervention services under IDEA at 36 months of age, by 

and state (fall 2005)—Continued 

State 

Percent Number 

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited with 

no referrals 

Part B 

eligible 

Part B 

eligibility not 

determined 

Exited to 

other 

programs 

Exited wit

no referra

South Carolina 59.3 29.6 5.9 5.2 659 329 66 5South Dakota 70.0 7.0 16.6 6.5 410 41 97 3

Tennessee 57.6 31.5 6.6 4.4 1,320 722 151 10

Texas 52.0 32.3 10.9 4.8 6,426 3,987 1,344 59

Utah 67.0 19.2 2.4 11.4 1,086 311 39 18

Vermont 89.5 0.0 6.9 3.6 418 0 32 1

Virginia 63.4 9.5 12.4 14.8 1,564 233 305 36

Washington 68.9 14.1 9.6 7.4 1,835 375 256 19

West Virginia 51.3 32.4 10.6 5.7 574 363 119 6

Wisconsin 67.1 17.9 10.2 4.8 2,192 585 333 15

Wyoming 83.2 0.0 7.1 9.7 292 0 25 3

NOTE: The DANS data represented in this exhibit reflect data on all children who exited EI programs at 36 months of age in fall 2005. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), retrieved December 7, 2007, from https://www.ideadata.org/tables30th%5Car_7-8.xls. 
Exhibit A2.11. National percentage of former EI participants for whom parents and teachers 

reported communication outcomes at 36 months of age and kindergarten 

Outcome Percent

Standard 

error N 

Confidence 

interval 

Parent report: 36 months 

Communicates needs as well as other children 

When child talks to other people she/he doesn’t know 

well, she/he is very easy to understand 

All age expected communication milestones mastered 

Parent report: kindergarten 

Communicates needs as well as other children 

When child talks to other people she/he doesn’t know 

well, she/he is very easy to understand 

All age expected communication milestones mastered 

Understands verbal and nonverbal communication as 

well as other children 

Teacher report: kindergarten 

Understands others as expected for age 

Communicates with others as expected for age 

 

41.7

18.8

29.0

 

59.9

39.7

36.9

63.0

59.7

50.0

 1.39 

 1.29 

 0.99 

 1.49 

 1.10 

 2.02 

 1.37 

 0.86 

 1.28 

2,670 

2,644 

2,651 

2,280 

2,165 

2,095 

2,275 

1,539 

1,549 

2.72 

2.52 

1.94 

2.92 

2.16 

4.78 

2.68 

1.68 

2.50 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between
 

September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal 

Study (NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007.
 

Appendix A2 Page A2-33 
Exhibit A2.12. National communication outcomes of former early intervention participants at 36 months and kindergarten, by elig

Outcome 

Eligibility category Comparis

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs. A

% SE N % SE N % SE N % SE N F (p value) 

BH 

statistical 

signifi-1 cance F (p value

Parent-reported communication outcome: 36 months 

Communicates needs as well as 

other children ....... When child talks to other people she/he doesn’t know well, she/he is very easy 

42.0 1.41 2,534 39.0 1.43 1,623 31.3 2.28 565 66.6 3.26 346 8.29 0.004 Y 60.29 p < .00

to understand ...... All age-expected communication milestones 

19.2 1.19 2,510 15.5 2.27 1,604 13.4 1.55 563 40.1 2.18 343 0.60 0.439 60.85 p < .00

mastered ............. 

Parent-reported communication outcome: kindergarten 

Communicates needs as well as 

29.3 1.01 2,516 28.1 0.90 1,613 19.3 1.73 558 45.9 4.09 345 20.50 p < .001 Y 18.05 p < .00

other children ....... When child talks to other people she/he doesn’t know well, she/he is very easy 

60.2 1.55 2,158 62.3 2.82 1,411 43.2 2.96 457 74.2 3.33 290 21.78 p < .001 Y 7.49 0.00

to understand ...... All age-expected communication milestones 

39.9 1.07 2,050 39.2 2.53 1,345 27.7 3.28 431 57.4 4.71 274 7.64 0.006 11.65 0.00

mastered ............ Understands verbal and nonverbal communication as well as other 

37.4 1.87 1,977 37.1 2.52 1,296 27.8 4.05 417 50.2 2.60 264 3.79 0.052 13.15 p < .00

children ............ 63.5 1.52 2,155 65.9 2.90 1,408 45.6 2.44 457 77.2 3.52 290 28.72 p < .001 Y 6.08 0.01

See notes at end of exhibit. 

Appendix A2 
Exhibit A2.12. National communication outcomes of former early intervention participants at 36 months and kindergarten, by elig

Outcome 

Eligibility category Compariso

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs. A

% SE N % SE N % SE N % SE N 

BH 

statistical 

signifi-1 F (p value) cance

F (p value

Teacher-reported communication outcome: kindergarten 

Understands others as expected 

for age ............... Communicates with others as expected for age................. 

59.8 0.96 1,46250.3 1.21 1,472

 62.2 1.19 917  50.9 1.19 919 

42.3 2.53 339 33.6 2.68 345 

72.2 3.91 206 68.9 2.27 208 

50.71 p < .001 Y 34.61 p < .001 Y 

5.97 0.01

49.43 p < .00

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons an

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and kindataset), 2007. 

Appendix A2 
Exhibit A2.13. National percentage of former EI participants for whom kindergarten teachers and parents 

reported communication outcomes, by child’s IEP status in kindergarten 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Teacher report: kindergarten 

Child communicates with others as expected for age 

IEP No IEP 

Child understands others as expected for age 

IEP No IEP 

Parent report: kindergarten 

Child is very easy to understand 

IEP No IEP 

Child understands verbal and nonverbal communication as well as other children 

IEP No IEP 

Child communicates needs as well as other children 

IEP No IEP 

28.4 79.6 40.1 

86.3 

20.6 

62.3 

44.7 

85.0 38.8 85.4 

1.96 1.30 1.67 1.73 1.29 2.00 1.72 1.96 1.24 2.06 

1,549 1,539 2,165 2,275 2,280 

3.84 2.55 

3.27 3.39 

2.53 3.92 3.37 2.53 

2.43 4.04 

473.72 369.01 305.68 239.43 375.62 

p < .001 p < .001 p < .001 p < .001 p < .001 

Y 

Y Y 

Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS),

parent interviews and kindergarten teacher survey (public use dataset), 2007.

Appendix A2 
Exhibit A2.14. National percentage of former EI participants and of the general population for whom parents 

reported cognitive outcomes at 36 months and in kindergarten 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Parent report: 36 months 

Child can recognize most or all of the letters of the alphabet 

Former EI participants General population 

Child can count to 20 or higher 

Former EI participants General population 

Parent report: kindergarten 

Child an recognize most or all of the letters of the alphabet 

Former EI participants General population 

Child can count to 20 or higher 

Former EI participants General population 

17.2 36.5 

12.6 

41.1 

70.1 

74.5 

71.8 

81.7 

1.131.41 1.381.43 1.232.47 1.592.20 

 2,699 

1,573 

 2,723 

1,573 

 1,567 

408 

 1,611 

408 

2.21 2.76 2.70 

2.80 

2.41 

4.84

3.12

4.31 

114.56 205.24 

2.59 

 13.33 

p < .001 p < .001 

0.1082

p < .001 

Y Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.

2 Comparison is not significant.

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), 

parent interviews (public use dataset), 2007; general population data from the National Household Education Survey (NHES) public use dataset, 1999 parent interview, available at http://nces.ed.gov/nhes/dataproducts.asp. 

Appendix A2 
Exhibit A2.15. National percentage of former EI participants and of the general population for whom 

kindergarten teachers reported mathematics and early literacy outcomes 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH 

statistical 

significance1 

Mathematics 

Child uses a variety of strategies to solve math problems 

Former EI participants General population 

Child solves number problems using concrete objects 

Former EI participants 

General population 

Child understands relationships between quantities 

Former EI participants 

General population 

Child sorts, classifies, and compares 

Former EI participants General population 

Child orders a group of objects 

Former EI participants General population 

Child understands graphing activities 

Former EI participants General population 

Child uses measuring instruments 

Former EI participants 

General population 

30.845.8 35.3 

52.8 43.3 

59.3 49.666.3 46.562.6 44.464.5 27.2 

37.4 

 1.14 

0.89 1.98

0.88 1.47

0.97 

 1.30 

0.85 

 1.20 

0.82 

 1.14 

0.94 1.33

1.00 

1,414 

18,948 

 1,415 

18,903 

 1,442 

18,937 

1,492 

19,178 

1,457 

18,936 

1,424 

19,025 

 1,271 

17,360 

2.23 

1.74 

3.891.72 

2.881.90 

2.55 

1.67 

2.35 

1.61 

2.23 

1.84 

2.611.96 

107.57 

 65.23 

 82.53 

115.60 122.71 184.50 

 37.57 

p < .001 

p < .001 

p < .001 p < .001 p < .001 p < .001 

p < .001 

Y Y 

Y 

Y Y 

Y Y 

See notes at end of exhibit. Appendix A2 
Exhibit A2.15. National percentage of former EI participants and of the general population for whom kindergarten 

teachers reported mathematics and early literacy outcomes—Continued 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Early literacy 

Child composes simple stories 

Former EI participants General population 

Child uses complex sentence structure 

Former EI participants General population 

Child understands text and reads aloud 

Former EI participants General population 

Child names all the letters of alphabet 

Former EI participants General population 

Child uses strategies for unfamiliar words 

Former EI participants General population 

Child understands print conventions 

Former EI participants General population 

Child uses computer 

Former EI participants General population 

Child reads simple books independently 

Former EI participants General population 

Child produces rhyming words 

Former EI participants General population 

20.0 32.2 34.6 60.4 37.8 61.1 63.5 74.8 26.9 38.5 28.3 42.2 29.2 43.8 33.5 43.4 45.0 63.3 

1.04 0.81 0.72 0.86 0.91 0.78 2.13 0.77 1.20 0.89 0.94 0.95 1.19 1.07 1.79 0.87 1.61 0.92 

1,361 

17,783 

1,461 

19,199 

1,478 

19,184 

1,487 

19,186 

1,410 

18,778 

1,432 

18,880 

1,297 

16,079 

481 

18,872 

657 

19,096 

2.04 1.59 1.41 1.69 1.78 1.53 4.17 1.51 2.35 1.74 1.84 1.86 2.33 2.10 

3.50 

1.70 

3.16 

1.80 

85.79 

529.13 380.19 

24.76 60.28 

108.17 

83.23 

24.59 97.39 

p < .001 p < .001 p < .001 p < .001 p < .001 

p < .001 

p < .001 p < .001 p < .001 

Y Y Y Y Y Y Y Y 

Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple 

comparisons and false discovery rate. NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parentinterviews and kindergarten teacher survey (public use dataset), 2007; general population data from the Early Childhood Longitudinal Study,

Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, available from http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

Appendix A2 
Exhibit A2.16. National cognitive development outcomes of former early intervention participants at 36 months and kindergarten

Outcome 

Eligibility category Compa

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD v

% SE N % SE N % SE N % SE N F (p value) 

BH 

statistical 

signifi-1 cance F (p va

Parent-reported cognitive outcome: 36 months 

Can recognize most or all of the letters of 

the alphabet ......... Can count to 20 or 

17.6 1.13 2,560 19.0 1.45 1,648 12.1 1.16 564 19.6 2.78 348 13.81 p < .001 Y 0.04 0

higher ................... 

All age-expected cognitive milestones 

12.8 1.42 2,585 12.9 1.34 1,665 10.6 1.71 570 15.3 4.54 350 1.12 0.290 0.26 0

mastered ............. 

Parent-reported cognitive outcome: kindergarten 

Can recognize most or all of the letters of 

32.5 1.80 2,498 32.8 1.32 1,602 21.6 1.42 553 44.8 5.00 343 33.13 p < .001 Y 5.39 0

the alphabet ........... Can count to 20 or 

70.8 1.27 2,116 72.7 1.10 1,385 61.5 3.49 496 75.7 3.32 285 9.37 0.002 Y 0.74 0

higher .................... 

All age-expected cognitive milestones 

72.1 1.65 2,117 75.4 1.23 1,386 56.4 3.02 648 79.8 3.19 283 33.95 p < .001 Y 1.90 0

mastered ............... 

Teacher-reported cognitive outcome: kindergarten 

Average or above in overall academic 

14.0 0.87 1,841 14.7 1.04 1,206 8.6 2.15 389 18.0 4.16 246 6.65 0.010 0.58 0

skills ................... Thinking and reasoning normal for 

54.8 1.18 1,476 57.5 1.29 923 39.1 1.82 343 64.0 5.35 208 68.03 p < .001 Y 1.40 0

age ........................... 52.5 1.79 1,469 53.8 1.66 918 37.5 3.25 345 66.2 3.79 206 19.93 p < .001 Y 8.94 0

See notes at end of exhibit. 

Appendix A2 
Exhibit A2.16. National cognitive development outcomes of former early intervention participants at 36 months and kindergarten

Continued 

Eligibility category Comp

Developmental delay Diagnosed condition At risk 

All (DD) (DC) (AR) DD vs. DC DD 

BH 

statis- 

tical 

signifi- 

1 

Outcome % SE N % SE N % SE N % SE N F (p value) cance F (p 

Uses a variety of strategies to solve math problems .... 30.9 1.05 1,343 34.7 1.47 859 19.2 3.47 286 30.1 5.51 198 16.94 p < .001 Y 0.64 Solves number problems using concrete objects .. 35.8 1.30 1,350 39.3 2.50 810 23.3 2.75 290 37.0 4.16 200 18.42 p < .001 Y 0.23 Understands relationships between quantities 43.4 1.29 1,376 45.5 1.84 871 31.9 3.03 300 48.9 4.67 199 14.57 p < .001 Y 0.47 Composes simple stories ................ 20.6 1.04 1,292 22.0 1.12 817 12.8 2.30 283 24.2 4.47 192 12.41 p < .001 Y 0.24 Reads simple books independently ...... 33.7 1.89 1,369 35.1 1.51 869 27.3 4.13 297 35.9 6.48 203 3.15 0.076 Y 0.02 Produces rhyming words .................... 45.9 2.12 1,380 49.0 1.64 875 32.4 2.39 300 49.5 5.97 235 26.44 p < .001 Y 0.01 Sorts, classifies and compares ...... 49.9 1.35 1,419 53.3 1.45 896 36.3 3.23 316 53.4 5.05 207 23.11 p < .001 Y 0.00 

Orders a group of objects ............... 46.4 0.97 1,387 47.5 2.13 884 37.1 2.69 301 52.6 6.02 202 9.26 0.002 Y 0.63 

Understands graphing activities 44.1 1.35 1,353 47.3 1.72 861 31.8 2.44 292 46.5 4.43 200 26.75 p < .001 Y 0.03 Uses measuring instruments ......... 27.2 1.02 1,202 31.1 2.15 763 14.2 2.10 258 27.2 3.62 181 31.88 p < .001 Y 0.88 Uses complex sentence structure 19.1 1.77 1,389 19.8 2.30 885 16.2 2.75 300 19.7 3.71 204 6.44 0.011 10.11 

Understands text and reads aloud ... 37.8 0.91 1,406 38.3 1.19 891 27.9 1.95 309 47.1 4.65 206 20.65 p < .001 Y 3.66 

Names all the letters of alphabet . 63.5 2.08 1,416 65.7 2.07 898 55.8 2.71 315 64.1 6.21 203 8.41 0.004 Y 0.06 

See notes at end of exhibit. 

Appendix A2 
Exhibit A2.16. National cognitive development outcomes of former early intervention participants at 36 months and kindergarten

Continued 

Outcome 

Eligibility category Comp

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD 

% SE N % SE N % SE N % SE N 

BH 

statistical 

signifi-1 F (p value) cance

F (p v

Uses strategies for unfamiliar words Understands print conventions ....... Uses computer ..... 

27.1 1.09 1,339 28.1 1.14 1,361 

29.4 1.36 1,235 

27.6 1.28 852 

30.0 1.01 868 

32.3 1.93 791 

21.2 2.49 290 

18.7 2.98 290 

24.2 3.60 274 

32.2 5.34 197 

31.3 2.25 203 

24.5 4.68 170 

5.51 0.019 

12.94 p < .001 Y 

4.01 0.045 

0.68 0

0.26 0

2.40 0

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons a

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and kin

dataset), 2007. 

Appendix A2 
Exhibit A2.17. National percentage of former EI participants and of the general population for whom 

kindergarten teachers and parents reported cognitive outcomes, by IEP status for former EI participants 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Teacher report: kindergarten 

Child performs academic skills 

as expected for age 

IEP No IEP 

Child thinks and reasons as 

expected for age 

IEP No IEP 

Parent report: kindergarten 

Child can recognize most or all of the letters of the alphabet 

IEP No IEP Total population 

Child can count to 20 or higher 

IEP No IEP General population 

37.1 

78.3 

31.6 

80.7 

59.8 

82.6 

74.5 

58.1 

88.2 

81.7 

1.59 2.46 2.43 2.49 1.79 1.61 2.472.84 1.68 2.20

1,551 1,545 2,247 

 408 

2,269 

 408 

3.11 4.82 

4.76 4.88 3.50 3.15 

4.84 

5.57 3.29 

4.31 

198.03 198.83 

23.222 

89.693 

7.554

42.972 

83.213 

5.594

p < .001 p < .001 p < .001 p < .001 

 0.006 

p < .001 p < .001 

 0.018 

Y Y Y Y Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.

2 IEP versus general population.3 IEP versus no IEP comparison. 4 No IEP versus general population comparison. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS),

parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the National Household 

Education Survey (NHES) public use dataset, 1999 parent interview, available at http://nces.ed.gov/nhes/dataproducts.asp. 

Appendix A2 
Exhibit A2.18. National percentage of former EI participants and of the general population for whom kindergarten teacher

reported mathematics and early literacy outcomes, by IEP status for former EI participants 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH s

sign

Mathematics 

Child uses a variety of strategies to solve math problems 

IEP No IEP General population 

Child solves number problems using concrete objects 

IEP No IEP General population 

Child understands relationships between quantities 

IEP No IEP General population 

Child sorts, classifies, and compares 

IEP No IEP General population 

Child orders a group of objects 

IEP No IEP General population 

Child understands graphing activities 

IEP No IEP General population 

Child uses measuring instruments 

IEP No IEP General population 

16.048.545.820.253.452.826.464.259.333.969.566.331.365.562.627.964.264.516.140.637.4

 1.47  2.25 

 0.89 

 1.47 

 3.30  0.88  2.01  2.45 

 0.97  3.31  1.88  0.85  2.06  2.36 

 0.82 

 2.33 

 2.12 

 0.94  1.57 

 2.29  1.00 

1,414 

18,948 

1,415 

18,903 

1,442 

18,937 

1,492 

19,178 

1,457 

18,936 

1,424 

19,025 

1,271 

17,360 

2.88 4.41 

1.74 

2.88 

6.47 

1.72 

3.94 4.80 

1.90 

6.49 3.68 

1.67 

4.04 4.63 

1.61 

4.57 4.16 

1.84 

3.08 

4.49 

1.96 

299.722 

145.863 

1.254

361.392 

84.353 

0.034

217.042 141.833 

3.404

89.942 

87.703 

2.474

200.052 119.473 

1.334

211.972 132.573 

0.0174

130.942 

77.613 

1.594

p < .001 p < .001 

 .263 

p < .001 p < .001 

 .862 

p < .001 p < .001 

 .065 

p < .001 p < .001 

 .116 

p < .001 p < .001 

 .248 

p < .001 p < .001 

 .896 

p < .001 p < .001 

 .207 

See notes at end of exhibit. Appendix A2 
Exhibit A2.18. National percentage of former EI participants and of the total population for whom kindergarten teachers 

reported mathematics and early literacy outcomes, by IEP status for former EI participants—Continued 

Standard Confidence BH statist

Outcome Percent error N interval F p value sgnificanEarly literacy 

Child composes simple stories 

IEP No IEP General population 

11.230.632.2

 1.28  1.58  0.81 

1,361 

17,783 

2.51 

3.10 

1.59 

192.742 

90.653 

0.884

p < .001 p < .001 

 .348 

Y Y 

Child composes complex sentence structure 

IEP 54.7 1.62 

1,461 

3.18 9.662 p < .001 Y 

No IEP 34.6 0.72 1.41 128.813 p < .001 Y General population 60.4 0.86 19,199 1.69 529.954 p < .001 Y 

Child understands text and reads aloud 1,478 

IEP No IEP General population 

21.258.461.1

 1.25  1.91 

 0.78 19,184 

2.45 3.74 

1.53 

732.972 

264.293 

1.824

p < .001 p < .001 

 .177 

Y Y 

Child names all the letters of alphabet 

IEP No IEP 

51.678.7

 2.81  2.6 

1,487 

5.51 5.10 

63.352 

50.183 

p < .001 p < .001 

Y Y 

General population 74.8 0.77 19,184 1.51 2.104 .147 

Child develops strategies for unfamiliar words 

IEP 15.4 2.32 

1,410 

4.55 86.792 p < .001 Y 

No IEP General population 

40.638.6

 1.98  0.89 18,778 

3.88 

1.74 

68.433 

0.924

p < .001 

 .337 

Y 

Child understands print conventions 

IEP No IEP General population 

15.343.742.2

 1.75  1.56 

 0.95 

1,432 

19,880 

3.43 3.06 

1.86 

182.362 

146.963 

0.704

p < .001 p < .001 

 .403 

Y Y 

Child uses computer 

IEP 17.8 1.39 

1,297 

2.72 219.862 p < .001 Y 

No IEP 44.2 2.31 4.53 95.603 p < .001 Y 

General population 43.82 1.07 16,079 2.10 0.024 .888 

See notes at end of exhibit. Appendix A2 
Exhibit A2.18. National percentage of former EI participants and of the total population for whom kindergarten teachers 

reported mathematics and early literacy outcomes, by IEP status for former EI participants—Continued 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statist

sgnifican

Child reads simple books independently 

IEP No IEP General population 

Child produces rhyming words 

IEP No IEP General population 

22.247.243.4

2.22 28.60.87 64.9

63.3

 2.84  2.53  1.81  0.92 

1,441 

18,872 

1,452 

19,096 

5.57 4.35 

1.70 

4.95 

3.55 

1.80 

50.942 p < .001 

48.023 p < .001 

2.514

166.622 p < .001 

.113 136.393 p < .001 

4.124 .042 

Y Y Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple 

comparisons and false discovery rate. 

2 IEP versus general population.3 IEP versus no IEP comparison. 4 No IEP versus general population comparison. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviewand kindergarten teacher survey (public use dataset), 2007; general population data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, available at http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

Appendix A2 
Exhibit A2.19. National percentage of former EI participants for whom kindergarten teachers reported 

negative behaviors 

Standard Confidence 

Outcome Percent error N interval 

Kindergarten teacher 

Child very often acts impulsively 23.0 1.00 1,469 1.96 

Child never responds appropriately to teasing 13.3 0.93 1,076 1.82 

Child never responds appropriately to pushing or hitting 10.0 0.62 1,220 1.21 

Child very often argues with others 7.2 0.62 1,386 1.21 Child never controls temper 6.6 1.02 1,351 1.99 

Child very often appears lonely 5.3 0.57 1,476 1.17 Child very often fights with others 4.8 0.55 1,400 1.08 Child never follows directions 3.8 0.61 1,528 1.19 

NOTE: Data are weighted to be nationally representative. Cohort began to receive intervention services between September 

1997 and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study 

(NEILS), parent interviews and kindergarten teacher survey (public use dataset), 2007. 

Appendix A2 
Exhibit A2.20. National social-emotional development outcomes of former early intervention participants at 36 months and kinderg

Outcome 

Eligibility category Compa

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs

% SE N % SE N % SE N % SE N F (p value) 

BH 

statistical 

signifi-1 cance F (p val

Parent-reported social-emotional outcome: 36 months 

Often has temper tantrums .............. 

Often physically aggressive with other children ....... Has a lot of trouble playing with other children ............... All age-expected social-emotional milestones mastered ............. 

Parent-reported social-emotional 

outcome: kindergarten 

Often has temper tantrums .............. Often physically aggressive with other children ....... Has a lot of trouble playing with other 

children ............... All age-expected social-emotional milestones mastered ............. 

25.8

9.1

10.727.918.7

6.08.7

38.7

 1.31 

 0.92 

 0.47  1.96  1.43 

 1.12  1.24  1.62 

2,529 

2,515 2,522 2,501 2,046 

2,049 2,147 

1,953 

27.7 

9.6 

10.4 29.1 

19.8 

5.9 8.1 

40.6 

1.39 

1.08 0.51 1.79 

1.49 

0.87 1.46 

1.44

1,6211,6141,6161,6011,3431,3461,404

 1,283 

 20.7  9.0 

 15.0  20.4 

 17.3  5.4 

 13.9 

27.0 

2.00 

1.42 

1.95 

2.04 3.01 

1.33 

1.89 

1.94 

562 

556 

561 

556 429 

431 

454 

410 

25.4 

7.2 

6.4 

33.0 16.7 

7.0 

4.6 

46.0 

2.45

1.90

1.64

4.253.08

4.61

1.81

4.43 

 346  345  345  344  274  272 

 289 

260 

8.38 0.12 

5.39 

10.25 

0.54 0.08 

5.98 

31.69 

0.004 0.729 

0.020 0.001 

0.462 0.777 

0.014 

p < .001 

Y 

Y 

0.67

1.185.37

0.73

0.780.05

2.25 

1.34 

 0.4

 0.2

 0.0

 0.3

 0.3 0.8

0.10.2

See notes at end of exhibit. 
Exhibit A2.20. National social-emotional development outcomes of former early intervention participants at 36 months and kind

category—Continued 

Outcome 

Eligibility category Comparis

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs. A

% SE N % SE N % SE N % SE N F (p value) 

BH 

statistical 

signifi-1 cance F (p value

Teacher-reported social-emotional outcome (negative behaviors): kindergarten 

Very often acts 

impulsively ........... Never responds appropriately to 

22.4 1.33 1,397 22.5 1.34 878 24.0 2.09 322 20.3 4.25 197 0.34 0.560 0.25 0.61

teasing ................ Never responds appropriately to 

12.6 0.97 1,024 13.1 1.43 676 16.0 1.95 188 7.6 2.67 160 1.44 0.230 3.27 0.07

pushing or hitting ... Very often argues 

10.2 0.69 1,158 11.7 1.31 743 10.1 1.47 244 5.2 1.86 171 0.69 0.406 8.26 0.00

with others ......... Never controls 

6.7 0.52 1,319 7.0 1.03 846 6.6 2.01 283 5.6 2.65 190 0.04 0.841 0.25 0.61

temper ............. Very often appears 

6.5 1.12 1,282 6.0 0.88 831 10.0 2.36 269 4.6 2.60 182 2.59 0.108 0.26 0.61

lonely ..................... Very often fights 

4.9 0.50 1,404 5.1 0.74 883 4.3 1.82 325 4.7 2.07 196 0.18 0.671 0.04 0.84

with others .......... . Never follows 

5.1 0.58 1,332 6.2 1.08 846 2.8 1.61 302 3.5 2.25 184 3.13 0.077 1.21 0.27

directions ............ 

Parent-reported social-emotional outcome (social skills): kindergarten 

Child's behavior is typical and 

3.6 0.74 1,453 3.9 0.87 909 2.8 0.86 338 3.4 2.59 206 0.79 0.374 0.04 0.84

appropriate for age Child's social skills are typical and 

60.9 2.46 2,045 61.5 3.36 1,343 49.1 2.24 427 73.2 3.57 275 9.34 0.002 Y 5.68 0.01

appropriate for age 57.9 2.12 2,142 59.3 2.83 1,400 43.6 3.76 454 70.7 4.51 288 11.10 0.001 Y 4.56 0.03

See notes at end of exhibit. 

Appendix A2 
Exhibit A2.20. National social-emotional development outcomes of former early intervention participants at 36 months and kinderg

Continued 

Outcome 

Eligibility category Compari

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs

% SE N % SE N % SE N % SE N 

BH 

statistical 

signifi-1 F (p value) cance

F (p valu

Teacher-reported social-emotional outcome (social skills): kindergarten 

Child's social skills are normal for age 

Child has as many friends as other children in class .... 

54.0 1.31 1,465 63.7 1.02 1,459 

54.3 1.83 916 

62.4 1.47 916 

39.3 2.34 342 

60.4 2.55 337 

71.0 2.60 207 72.5 2.01 206 

25.23 p < .001 

0.50 0.480 

27.82 p < .0

16.39 p < .0

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and kinde

dataset), 2007. 

Appendix A2 
Exhibit A2.21. National percentage of former EI participants for whom kindergarten teachers and parents 

reported social-emotional outcomes, by IEP status 

Standard Confidence BH statistical 

Outcome Percent error N interval F p value significance1 

Teacher report: kindergarten 

Child has as many friends as other children in class 1,537 

IEP 54.0 2.44 4.78 51.01 p < .001 Y 

No IEP 76.0 1.88 3.68 

Child’s social skills are age appropriate 1,541 

IEP 35.9 1.85 3.62 400.1 p < .001 Y 

No IEP 77.9 0.99 1.94 

Parent report: kindergarten 

Child’s social skills are age appropriate 2,266 

IEP 40.1 3.01 5.89 131.44 p < .001 Y No IEP 79.3 1.62 3.17 

Child’s behavior is age appropriate 2,162

IEP 45.9 2.07 4.06 70.71 p < .001 No IEP 79.3 3.39 6.64

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS),

parent interviews and kindergarten teacher survey (public use dataset), 2007.

Appendix A2 
Exhibit A2.22. National percentage of former EI participants for whom kindergarten teachers reported negative 

behaviors, by IEP status 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Kindergarten teacher 

Child very often acts impulsively 

IEP No IEP 

Child never responds appropriately to teasing 

IEP No IEP 

Child never responds appropriately to pushing or hitting 

IEP No IEP 

Child very often argues with others 

IEP No IEP 

Child never controls temper 

IEP No IEP 

Child very often appears lonely 

IEP No IEP 

Child very often fights with others 

IEP No IEP 

Child never follows directions 

IEP No IEP 

29.5 14.218.1 

8.3

14.8 

4.37.4 7.09.5 3.16.0 4.55.1 4.44.8 2.5

1.38 

 1.36 

2.10 

 0.58 

1.94 

 1.33 

1.07 

 1.40 

1.58 

 0.84 

0.89 

 0.62 

0.95 

 1.06 

1.00 

 0.62 

1,469 1,076 1,220 1,386 1,351 1,476 1,400 1,528 

2.70 2.67 4.12 1.14 3.80 2.61 

2.10 

2.74

3.10 

1.65 

1.74 1.221.86 2.081.96 1.22

62.77 20.23 20.16 

 0.04 

12.87 

 1.96  0.27  4.13 

p < .001 p < .001 p < .001 

0.8412 

p < .001 

.1612 

.6032 .0422 

Y Y Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple 

comparisons and false discovery rate. 

2 Comparison is not significant.

NOTE: Data are weighted to be nationally representative. Cohort began to receive intervention services between September 1997 and

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent

interviews and kindergarten teacher survey (public use dataset), 2007. 

Appendix A2 
Exhibit A2.23. National physical development outcomes of former early intervention participants at 36 months and kindergart

Outcome 

Eligibility category Compariso

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs. AR 

% SE N % SE N % SE N % SE N F (p value) 

BH 

statistical 

signifi-1 cance F (p value) 

Parent-reported physical development outcome (health): 36 months 

Child has poor 

health ................. 

Parent-reported physical development outcome (health): kindergarten 

Child has fair or 

2.6 0.35 2,612 2.3 0.51 1,679 3.9 1.40 578 2.3 0.87 355 1.24 0.265 0.01 0.920 

poor health........... 

Parent-reported physical development 

outcome (activity 

11.3 0.97 2,146 10.6 1.19 1,403 15.6 2.36 452 8.8 2.16 291 3.58 0.058 0.53 0.467 

level): kindergarten 2,052 1,346 431 275 

Less active .......... 10.7 1.11 7.9 1.61 21.6 1.39 7.3 1.59 41.49 p < .001 Y 0.07 0.791 About as active ..... 48.9 1.79 48.8 2.28 43.9 2.31 55.6 2.43 2.28 0.131 4.16 0.041 More active .......... 

Teacher-reported physical development 

outcome (activity 

40.4 1.02 43.3 1.27 34.5 1.96 37.2 3.16 14.20 p < .001 Y 3.21 0.073 

level): kindergarten 1,469 922 339 208 

Less active .......... 22.4 0.86 20.5 1.56 32.3 2.01 17.2 4.27 21.51 p < .001 Y 0.53 0.467 About as active ..... 52.5 1.37 53.1 1.68 44.3 4.77 60.1 4.67 3.03 0.082 1.99 0.158 More active .......... 25.2 0.75 26.4 1.26 23.3 4.34 22.6 3.85 0.47 0.493 0.88 0.348 

See notes at end of exhibit. 

Appendix A2 
Exhibit A2.23. National physical development outcomes of former early intervention participants at 36 months and kindergarten, 

Continued 

Outcome 

Eligibility category Compar

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs

% SE N % SE N % SE N % SE N 

BH 

statistical 

signifi-1 F (p value) cance

F (p valu

Parent-reported physical development outcome (milestone achievement): 36 months 

All age-expected physical milestones mastered ............ 

Parent-reported physical development outcome (milestone achievement): kindergarten 

All age-expected physical milestones mastered ............ 

28.0 1.91 2,487 

21.8 2.44 1,901 

30.8 7.01 1,60524.3 2.89 1,246 

 15.3 1.57 540 

9.6 1.95 395 

33.5 3.78 342 

27.5 4.55 260 

37.17 p < .001 Y 

17.80 p < .001 Y 

0.41 0.520.35 0.55

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and kind

dataset), 2007. 

Appendix A2 
Exhibit A2.24. National percentage of former EI participants and of the general population reported to have 

activity levels at kindergarten, by IEP status for former EI participants 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Teacher report: kindergarten 

Less active 

IEP No IEP 

About as active 

IEP No IEP 

More active 

IEP No IEP 

Parent report: kindergarten 

Less active 

IEP No IEP 

About as active 

IEP No IEP 

More active 

IEP No IEP 

30.610.741.266.228.223.116.7

4.1

43.554.439.841.5

 1.91  1.38  1.76  1.90  1.42 

 1.76  1.76  0.56  2.31  3.47  1.23  3.49 

1,547 

1,547 

1,547 

2,170 

2,170

2,170

3.74 2.70 3.45 3.72 

2.78 3.45 

3.45 

1.10 4.53 6.80 2.41 6.84 

71.112 

28.193 92.952 87.343 

5.072

198.843 

46.762 

1.583

6.8123.5930.2224.393

p < .001 p < .001 p < .001 p < .001 

 .024 

p < .001 p < .001 

 .208  .009 .058 .638 .036

Y Y Y Y Y Y 

See notes at end of exhibit. Appendix A2 
Exhibit A2.24. National percentage of former EI participants and of the general population reported to have 

activity levels at kindergarten, by IEP status for former EI participants—Continued 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

General population 

Less active About as active More active 

3.3

47.848.9

 0.18  0.52 

 0.50 

18,009 

0.35 

1.02 

0.98 

57.114 

201.95 

3.194

12.775 

47.394 

189.255 

p < .001 p < .001 

 .074 

p < .001 p < .001 p < .001 

Y 

Y 

Y Y 

Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.

2 IEP versus no IEP comparison. 3 No IEP versus general population comparison. 4 IEP versus general population comparison for parent reported data. 5 IEP versus general population comparison for teacher reported data. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and 

November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS),

parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, available from http://nces.ed.gov/ECLS/kinderdatainformation.asp. 

Appendix A2 
Exhibit A2.25. National percentage of former EI participants and of the general population reported by 

parents to have “fair” or “poor” health at kindergarten, by IEP status for former EI participants 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH statistical 

significance1 

Parent report: kindergarten 

Excellent 

IEP No IEP 

Very good 

IEP No IEP 

Good

IEP No IEP 

Fair or Poor 

IEP No IEP 

Parent report: kindergarten: 

General population 

Excellent Very good GoodFair or Poor 

39.3 

54.9 

25.1 24.3 

19.8 

14.8 

15.8 

6.0 

57.7 

26.6 

 13.6 

2.1 

2.25 2.95 

1.90 2.08 1.82 2.02 1.26 0.75 

1.48 1.36 0.09 0.03 

2,278 1,624 

4.41 5.78 

3.72 

4.08 3.57 3.96 2.47 1.47 2.90 2.67 0.18 0.06 

17.662 

0.883

0.0821.2033.4220.313

44.122 

27.273 46.484 

0.364

11.434 

117.474 

p < .001 

 .348202 

 .772 .273 .064 .577

p < .001 p < .001 p < .001 

 .548 

p < .001 p < .001 

Y Y Y Y Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate.

2 IEP versus no IEP comparison. 3 No IEP versus general population comparison. 4 IEP versus general population comparison.

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 

and November 1998. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS),

parent interviews and kindergarten teacher survey (public use dataset), 2007; general population data from the National Health Interview 

Survey public use dataset, 1999 Person Section, available from http://www.cdc.gov/nchs/about/major/nhis/quest_data_related_1997_forward.htm.

Appendix A2 
Exhibit A2.26. National adaptive development outcomes of former early intervention participants at 36 months and kindergarte

Outcome 

Eligibility category Compar

All 

Developmental delay 

(DD) 

Diagnosed condition 

(DC) 

At risk 

(AR) DD vs. DC DD vs. 

% SE N % SE N % SE N % SE N 

BH 

statistical 

signifi-1 F (p value) cance

F (p value

Parent-reported adaptive outcome (milestone achievement): 36 months 

All age-expected adaptive milestones mastered ............. 

Parent-reported adaptive outcome (milestone achievement): kindergarten 

All age-expected adaptive milestones mastered ............. 

8.7 0.76 2,521 

14.8 1.15 1,976 

9.0 0.95 1,616 

16.2 1.03 1,293 

4.4 0.85 559 

8.5 2.16 415 

13.1 2.72 346 

17.6 3.80 268 

12.63 p < .001 Y 10.49 0.001 Y 

2.10 0.14

0.13 0.71

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and 

use dataset), 2007. 

Appendix A2 
Exhibit A2.27. Parent report of milestone achievement at 36 months and kindergarten of 

former EI participants 

Outcome Percent 

Standard 

error N 

Confidence 

interval 

Communication: All age expected communication milestones done well 

36 months 

Kindergarten 

Cognition: All age expected cognitive milestones done well 

36 months 

Kindergarten 

Physical: All age expected physical milestones done well 

36 months 

Kindergarten 

Social-emotional: All age expected social emotional milestones done well 

36 months 

Kindergarten 

Adaptive: All age expected adaptive milestones done well 

36 months 

Kindergarten 

29.0

36.9

31.8

13.8

27.5

21.4

27.5

38.3

8.5

14.6

 0.99 

 2.02 

 1.69 

 0.87 

 1.81 

 2.33 

 1.81 

 1.65 

 0.72 

 1.13 

2,651

2,095

2,633

1,952

2,619

2,015

2,636

2,073

2,655

2,093

 1.94

 3.96

 3.31

 1.71

 3.55

 4.57

 3.55

 3.23

 1.41

 2.21

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1998.SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interviews and kindergarten teacher survey (public use dataset), (2007).

Appendix A2 
Exhibit A2.28. Parent report of milestone achievement at kindergarten of former EI participants, by IEP status 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH sta

signif

Communication: All age expected communication milestones done well 

IEP No IEP 

Cognition: All age expected cognitive milestones done well 

IEP No IEP 

Physical: All age expected physical milestones done well 

IEP No IEP 

Social-emotional: All age expected social emotional milestones done well 

IEP No IEP 

Adaptive: All age expected adaptive milestones done well 

IEP No IEP 

21.854.8 

7.0

21.7 

9.8

34.8 22.556.9 

7.2

23.1 

 2.12 

2.48 

 1.28 

1.45 

 1.86 

2.79 

 2.48 

1.25 

 1.33 

1.93 

2,094 

1,952 

2,015 

2,073 

2,092 

4.16 

4.86 

2.51 

2.84 

3.65 

5.47 4.86 2.45 

2.61 

3.78 

102.43 

57.84 55.54 

153.43 

46.02 

p < .001 p < .001 p < .001 p < .001 p < .001 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple compa

and false discovery rate.NOTE: Data are weighted to be nationally representative. Cohort began early intervention between September 1997 and November 1998. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interview

kindergarten teacher survey (public use dataset), (2007).

Appendix A2 
Exhibit A2.29. National percentage of former EI participants and of the general population reported to have activity levels 

kindergarten 

Outcome Percent 

Standard 

error N 

Confidence 

interval F p value 

BH sta

signif

Parent report 

Kindergarten 

Less active About active More active 

Teacher report 

Kindergarten 

Less active About active More active 

Total population 

Kindergarten 

Less active About active More active 

10.948.440.722.251.726.1

3.3 

47.7 48.9 

 0.98 

 1.94 

 1.23 

 0.88  1.50  0.99 

0.18 

0.52 0.50

2,176 

1,548 

18,009

1.92 

3.80 

2.41 

1.73 2.94 1.94 

0.35

1.02

58.182 

4.032

38.142 

461.273 

7.113

530.393 

p < .001 

 .044 

p < .001 p < .001 

 .008 

p < .001 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple compa

and false discovery rate.

2 Parent report versus general population comparison. 3 Teacher report versus general population comparison. 

NOTE: Data are weighted to be nationally representative. Cohort began to receive early intervention services between September 1997 and November 1

The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, National Early Intervention Longitudinal Study (NEILS), parent interview

kindergarten teacher survey (public use dataset), 2007; general population data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLSpublic and restricted use datasets, 1998–1999 base year data, available from http://nces.ed.gov/ECLS/kinderdatainformation.asp.

Appendix A2 
 

Appendix A3. Preschool-Age Children Identified for Services Under IDEA 

Page A3-1 

 

Appendix A3. Preschool-Age Children Identified for Services Under IDEA 

In chapter 3, we present data related to questions of identification and outcomes of 

preschool-age children identified for IDEA services. This appendix provides supporting 

information for each exhibit in chapter 3. Exhibits A3.1 through A3.7 provide relevant counts, 

proportions, and ratios related to identification. Exhibits A3.8 through A3.10 provide means, 

standard errors, confidence intervals, p values and Benjamini-Hochberg-adjusted statistical 

significance levels related to outcomes. 

Page A3-3 
Exhibit A3.1. National number of preschool-age children identified for services under IDEA, by age (2005) 

Children served under IDEA by age 

Year 

Birth to 

less than 1 

1 to less 

than 2 

2 to less 

than 3 

3 to less 

than 4 

4 to less 

than 5 

5 to less 

than 6 

6 to less 

than 7 

7 to less 

than 8 

8 to less 

than 9 

9 to less 

than 10 

2005 41,865 94,445 158,404 153,320 245,526 300,082 361,567 411,694 454,033 488,367 Year 

12 to less 

than 13 

13 to less 

than 14 

14 to less 

than 15 

Children served under IDEA by age 

15 to less 

than 16 

16 to less 

than 17 

17 to less 

than 18 

18 to less 

than 19 

19 to less 

than 20 

20 to less 

than 21 

2005 514,497 519,873 521,723 519,973 484,682 417,768 209,608 60,306 28,617 NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point betwee

December 1, 2005. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. The agreceive preschool services under IDEA are 3 through 5 years. The shaded area represents the data for these children. SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child Count, 1997–2006, retrieve

http://www.ideadata.org/PartBChildCount.asp. 

Appendix A3 
Exhibit A3.2/3. National number and percentage of preschool-age children identified for services under IDEA, by age (199

Ages 3 through 5 Age 3 Age 4 

Number of 

children 

identified for Number of 

Year services children Percent 

Number of 

children 

identified for Number of 

services children Percent 

Number of 

children 

identified for 

services 

Number of 

children Percent 

Number 

childr

identified 

servic

1997 564,546 12,018,021 4.70

1998 567,636 11,852,596 4.79

1999 582,383 11,743,850 4.96

2000 592,415 11,671,977 5.08

2001 611,919 11,713,941 5.22

2002 639,264 11,781,864 5.43

2003 671,630 11,959,784 5.62

2004 692,978 12,044,164 5.75

2005 698,928 12,106,473 5.772006 706,242 12,137,609 5.82

NOTE: The percentage of children who were identifi

number of children in the same age group as indicatidentified for services under IDEA at a single time po

represented by the count and children identified in e

including Bureau of Indian Education (BIE) schools. 

births on Indian reservations. SOURCE: U.S. Department of Education, Office of S

http://www.ideadata.org/PartBChildCount.asp; U.S. National Vital Statistics System, 1990–2005, retrieve

 113,998 3,952,767 2.88  116,696 3,899,589 2.99  120,894 3,891,494 3.11  130,374 3,880,894 3.36  134,621 3,941,553 3.42  139,299 3,959,417 3.52  148,592 4,058,814 3.66  155,860 4,025,933 3.87  153,320 4,021,726 3.81  163,926 4,089,950 4.01 

ed was calculated by dividing the number of children identified for services under IDEA (D

ed by the NVSS-constructed population proxy. The numbers of children identified in the ex

int between October 1 and December 1 of each year. These annual counts include both c

arlier years who continue to receive services under IDEA. Data represent the counts for th

The total number of children is a population proxy constructed with National Vital Statistics

pecial Education Programs, Data Analysis System (DANS), Part B, Child Count, 1997–20

Department of Health and Human Services, Centers for Disease Control and Prevention, 

d January 11, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.as

195,595197,565202,740212,812230,277243,593233,701243,283245,526244,041

 4,000,240  3,952,767  3,899,589  3,891,494  3,880,894  3,941,553  3,959,417  4,058,814  4,025,933  4,021,726 

4.89 5.00 5.20 5.47 5.93 6.18 5.90 5.99 6.10 6.07 

254,9253,3258,7249,2247,0256,3289,3293,8300,0298,2

ANS) in a g

hibit are ag

hildren new

e 50 states 

 System (N

06, retrieve

National Ce

px. 

Appendix A3 
Exhibit A3.4/5. National number and percentage of 3- through 5-year-olds identified for services under IDEA, by race/eth

Year 

White Black Hispanic Asian 

Number 

of 

students 

identified 

for 

services 

Number 

of 

children Percent 

Number 

of 

students 

identified 

for 

services 

Number 

of 

children Percent 

Number 

of 

students 

identified 

for 

services 

Number 

of 

children Percent 

Number 

of 

students 

identified 

for 

services 

Number 

of 

children Percent 

N

s

id

s

1998 359,145 7,395,224 4.86 82,530 1,864,593 4.43 62,846 2,026,536 3.10 10,453 458,328 2.28 

1999 373,545 7,289,032 5.12 87,496 1,799,645 4.86 69,655 2,076,304 3.35 11,307 472,204 2.39 

2000 400,652 7,193,769 5.57 93,276 1,761,144 5.30 78,071 2,124,805 3.67 13,202 485,045 2.72 

2001 410,347 7,163,742 5.73 95,053 1,764,973 5.39 84,906 2,178,108 3.90 13,898 497,269 2.79 

2002 426,342 7,143,355 5.97 97,888 1,774,862 5.52 91,620 2,239,801 4.09 15,018 511,993 2.93 

2003 445,312 7,162,832 6.22 100,899 1,796,501 5.62 99,552 2,344,103 4.25 17,003 542,030 3.14 

2004 454,638 7,110,315 6.39 103,332 1,792,035 5.77 107,080 2,456,862 4.36 19,014 569,500 3.34 

2005 453,536 7,045,113 6.44 102,310 1,780,413 5.75 112,883 2,564,721 4.40 20,791 599,241 3.47 

2006 450,869 6,992,090 6.45 103,948 1,752,346 5.93 120,080 2,658,052 4.52 22,166 617,550 3.59 

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includ

numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point between October year. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years who continuIDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. The total number of proxy constructed with National Vital Statistics System (NVSS) birth data, including births on Indian reservations. The percentages of children identified the number of 3- through 5-year-olds in a given racial/ethnic category who were identified for services under IDEA by the total number of 3- through-5-yeracial/ethnic category as indicated by the NVSS-constructed population proxy. SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-2005, retrieved on Decemhttp://www.ideadata.org. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statis

System (NVSS), 1997 to 2006, retrieved January 9, 2008, from http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. U.S. Department of HCenters for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS), (2007, December), Births: Pr(2007, December), 46(7), p. 12. 

Appendix A3 
Exhibit A3.6. National number and percentage of preschool-age children identified for 

services under IDEA, by disability category (2004–2006) 

Child category 2004 2005 2006 

Number of children ages 3–5 in the 

population 

Number of children ages 3–5 identified 

for services under IDEA 

Number of preschool-age children with: 

Specific learning disabilities 

Speech or language impairments 

Mental retardation 

Emotional disturbance 

Hearing impairments 

Visual impairments 

Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities 

Deaf-blindness 

Developmental delay 

Child category 

12,044,164 

693,245 

13,279 

326,606 

22,468 

5,809 

7,702 

3,268 

8,505 

12,559 

25,664 

1,044 

8,222 

252 

257,867 

2004 

12,106,473 

698,938 

11,922 

325,895 

22,680 

5,781 

7,777 

3,399 

8,157 

12,985 

30,160 

1,069 

8,397 

233 

260,483 

2005 

12,137,609 

706,635 

14,589 

331,851 

23,292 

6,424 

8,123 

3,513 

8,115 

15,774 

34,883 

1,027 

9,331 

204 

249,509 

2006 

Relative 

percent 

change 

between 2004 

and 2006 

Percentage of children ages 3–5 

identified for services under IDEA 

Percentage of preschool-age children 

with: 

Specific learning disabilities 

Speech or language impairments 

Mental retardation 

Emotional disturbance 

Hearing impairments 

Visual impairments 

Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities 

Deaf-blindness 

Developmental delay 

5.7559 

0.1103 

2.7117 

0.1865 

0.0482 

0.0639 

0.0271 

0.0706 

0.1043 

0.2131 

0.0087 

0.0683 

0.0021 

2.1410 

5.7733 

0.0985 

2.6919 

0.1873 

0.0478 

0.0642 

0.0281 

0.0674 

0.1073 

0.2491 

0.0088 

0.0694 

0.0019 

2.1516 

5.8219 

0.1202 

2.7341 

0.1919 

0.0529 

0.0669 

0.0289 

0.0669 

0.1300 

0.2874 

0.0085 

0.0769 

0.0017 

2.0557 

1.15 

8.98 

0.83 

2.90 

9.75 

4.69 

6.64 

-5.24 

24.64 

34.87 

-2.30 

12.59 

-19.05 

-3.98 

See notes at end of exhibit. 

Appendix A3 Page A3-7 
 

Exhibit A3.6. National number and percentage of preschool-age children identified for 

services under IDEA, by disability category (2004–2006)—Continued 

Child category 2004 2005 2006 

Percentage of children identified for 

services who are served in each 

disability category 

Specific learning disabilities 

Speech or language impairments 

Mental retardation 

Emotional disturbance 

Hearing impairments 

Visual impairments 

Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities 

Deaf-blindness 

Developmental delay 

1.92 

47.11 

3.24 

0.84 

1.11 

0.47 

1.23 

1.81 

3.70 

0.15 

1.19 

0.04 

37.20 

1.71 

46.63 

3.24 

0.83 

1.11 

0.49 

1.17 

1.86 

4.32 

0.15 

1.20 

0.03 

37.27 

2.06 

46.96 

3.30 

0.91 

1.15 

0.50 

1.15 

2.23 

4.94 

0.15 

1.32 

0.03 

35.31 

NOTE: States or local education agencies may elect to identify children ages 3 through 9 under the 

developmental delay category. In 2004, 46 states reported counts under this category, and in 2006, 48 states 

reported counts under this category. The numbers of children identified in this exhibit are aggregated counts of 

children identified for services under IDEA at a single time point between October 1 and December 1 of each 

year. These annual counts include both children newly identified in the year represented by the count and 

children identified in earlier years who continue to receive services under IDEA. Data represent the counts for 

the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. The total 

number of children is a population proxy constructed with National Vital Statistics System (NVSS) birth data, 

including births on Indian reservations. The percentage of children who were identified under a given IDEA 

disability category was calculated by dividing the number of 3- through 5-year-olds identified for services under 

that category (DANS) in a given year by the total number of 3- through 5-year-olds in that same year as 

indicated by the NVSS-constructed population proxy. Relative percentage change from 2004 to 2006 for each 

disability category was calculated by subtracting the 2004 identification percentage from the 2006 percentage 

and dividing the difference by the 2004 percentage (multiplying the result by 100). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System 

(DANS), retrieved December 7, 2007, from https://www.ideadata.org/tables28th%5Car_1-2.xls and 

https://www.ideadata.org/tables30th%5Car_1-2.xls; U.S. Department of Health and Human Services, Centers 

for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System 

(NVSS), 1997–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. 

Appendix A3 Page A3-8 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services under 

IDEA, national average for 50 states and DC, and in 50 states and the 

District of Columbia (1997, 1998–2005 average, and 2006) 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 

98–051 

Average for 50 states and DC 

Average for 50 states and DC

4.70 

 5.33 

564,270 

5,056,015 

12,018,021 

94,874,649 

2006 Average for 50 states and DC 5.82 706,401 12,137,609 

1998 Average for 50 states and DC 4.79 567,636 11,852,596 

1999 Average for 50 states and DC 4.96 581,997 11,743,850 

2000 Average for 50 states and DC 5.07 592,077 11,671,977 

2001 Average for 50 states and DC 5.22 611,653 11,713,941 

2002 Average for 50 states and DC 5.42 638,958 11,781,864 

2003 Average for 50 states and DC 5.61 671,286 11,959,784 

2004 Average for 50 states and DC 5.76 693,557 12,044,164 

2005 Average for 50 states and DC 5.77 698,851 12,106,473 

1997 Alabama 4.43 8,195 184,905 

98–051

 Alabama 4.22 62,080 1,471,137 

2006 Alabama 4.48 8,026 178,973 

1998 Alabama 4.10 7,499 182,974 

1999 Alabama 4.03 7,316 181,756 

2000 Alabama 4.16 7,554 181,731 

2001 Alabama 4.10 7,526 183,476 

2002 Alabama 4.24 7,854 185,110 

2003 Alabama 4.18 7,843 187,495 

2004 Alabama 4.45 8,270 185,875 

2005 Alabama 4.50 8,218 182,720 

1997 Alaska 5.49 1,839 33,477 

98–051

 Alaska 5.99 14,528 242,607 

2006 Alaska 6.62 1,987 30,027 

1998 Alaska 5.48 1,754 31,995 

1999 Alaska 5.28 1,633 30,959 

2000 Alaska 5.42 1,637 30,228 

2001 Alaska 5.61 1,678 29,910 

2002 Alaska 5.95 1,774 29,823 

2003 Alaska 6.59 1,968 29,850 

2004 Alaska 6.69 2,002 29,927 

2005 Alaska 6.96 2,082 29,915 

See notes at end of exhibit. 

Appendix A3	 Page A3-9 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Arizona 4.11 8,571 208,731 

98–051

 Arizona 4.68 87,627 1,874,214 

2006 Arizona 5.31 14,040 264,401 

1998 Arizona 4.18 8,876 212,365 

1999 Arizona 4.15 9,076 218,631 

2000 Arizona 4.09 9,144 223,484 

2001 Arizona 4.32 9,906 229,264 

2002 Arizona 4.64 10,910 235,087 

2003 Arizona 4.94 12,074 244,661 

2004 Arizona 5.39 13,579 252,015 

2005 Arizona 5.44 14,062 258,707 

1997 Arkansas 8.06 8,368 103,827 

98–051

 Arkansas 9.07 79,189 873,385 

2006 Arkansas 10.42 11,689 112,231 

1998 Arkansas 8.33 8,677 104,182 

1999 Arkansas 8.50 9,031 106,264 

2000 Arkansas 8.68 9,376 108,024 

2001 Arkansas 8.66 9,504 109,714 

2002 Arkansas 9.09 10,007 110,072 

2003 Arkansas 9.58 10,670 111,377 

2004 Arkansas 10.44 11,638 111,522 

2005 Arkansas 9.17 10,286 112,230 

1997 California 3.28 57,511 1,754,984 

98–051

 California 3.76 483,543 12,871,397 

2006 California 4.20 67,052 1,598,113 

1998 California 3.33 56,837 1,705,299 

1999 California 3.53 58,491 1,659,408 

2000 California 3.57 57,651 1,616,318 

2001 California 3.69 58,456 1,585,934 

2002 California 3.85 60,265 1,565,009 

2003 California 3.94 61,950 1,572,128 

2004 California 4.01 63,240 1,578,226 

2005 California 4.19 66,653 1,589,075 

See notes at end of exhibit. 

Appendix A3	 Page A3-10 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Colorado 4.61 7,491 162,628 

98–051

 Colorado 5.07 72,349 1,426,158 

2006 Colorado 5.34 10,939 204,764 

1998 Colorado 4.81 7,809 162,425 

1999 Colorado 4.91 8,059 164,210 

2000 Colorado 4.92 8,202 166,672 

2001 Colorado 4.98 8,559 171,917 

2002 Colorado 5.16 9,200 178,277 

2003 Colorado 5.17 9,673 187,182 

2004 Colorado 5.30 10,307 194,612 

2005 Colorado 5.25 10,540 200,863 

1997 Connecticut 5.33 7,459 139,928 

98–051

 Connecticut 5.80 60,996 1,051,511 

2006 Connecticut 5.36 6,833 127,522 

1998 Connecticut 5.45 7,443 136,689 

1999 Connecticut 5.41 7,275 134,458 

2000 Connecticut 5.44 7,172 131,912 

2001 Connecticut 5.62 7,390 131,398 

2002 Connecticut 5.93 7,722 130,239 

2003 Connecticut 6.25 8,135 130,156 

2004 Connecticut 6.19 7,978 128,984 

2005 Connecticut 6.17 7,881 127,675 

1997 Delaware 5.12 1,619 31,635 

98–051

 Delaware 5.83 14,747 252,915 

2006 Delaware 6.67 2,213 33,168 

1998 Delaware 5.33 1,664 31,245 

1999 Delaware 5.32 1,641 30,832 

2000 Delaware 5.39 1,652 30,674 

2001 Delaware 6.05 1,875 30,986 

2002 Delaware 5.83 1,836 31,507 

2003 Delaware 6.29 2,031 32,305 

2004 Delaware 6.08 1,975 32,476 

2005 Delaware 6.30 2,073 32,890 

See notes at end of exhibit. 

Appendix A3	 Page A3-11 
 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Year State 

Percentage of 

children age 3 

through 5 

Number of 

children 

identified 

Number of 

children 

1997 

98–051 

2006 

 

1998 

1999 

2000 

2001 

2002 

2003 

2004 

2005 

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

 

1997

98–051

2006

 

1998

1999

2000

2001

2002

2003

2004

2005

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

District of Columbia 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Florida 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

 Georgia 

1.22 

1.80 

3.32 

1.38 

2.05 

1.48 

1.82 

1.73 

1.32 

2.54 

2.23 

4.83 

5.54 

5.40 

4.94 

5.16 

5.37 

5.64 

5.88 

5.91 

5.79 

5.58 

4.31 

5.01 

5.07 

4.53 

4.72 

4.81 

4.99 

5.09 

5.31 

5.29 

5.19 

384 

3,566 

754 

409 

560 

374 

436 

400 

301 

579 

507 

27,747 

259,965 

33,644 

28,233 

29,363 

30,660 

32,590 

34,387 

35,258 

35,124 

34,350 

14,331 

145,803 

20,410 

15,134 

15,922 

16,560 

17,709 

18,689 

20,260 

20,801 

20,728 

31,519 

197,852 

22,742 

29,573 

27,334 

25,331 

24,003 

23,135 

22,874 

22,813 

22,789 

574,904 

4,692,859 

623,622 

571,914 

568,769 

570,498 

577,412 

585,043 

596,785 

606,941 

615,497 

332,749 

2,911,821 

402,805 

333,915 

337,336 

344,546 

354,632 

367,306 

381,729 

392,887 

399,470 

See notes at end of exhibit. 

Appendix A3	 Page A3-12 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Hawaii 2.65 1,560 58,974 

98–051

 Hawaii 3.84 16,499 429,931 

2006 Hawaii 4.67 2,459 52,649 

1998 Hawaii 2.85 1,646 57,705 

1999 Hawaii 3.29 1,860 56,513 

2000 Hawaii 3.53 1,919 54,389 

2001 Hawaii 3.62 1,930 53,377 

2002 Hawaii 4.06 2,112 52,014 

2003 Hawaii 4.38 2,284 52,172 

2004 Hawaii 4.50 2,325 51,661 

2005 Hawaii 4.65 2,423 52,100 

1997 Idaho 6.49 3,398 52,328 

98–051

 Idaho 6.48 29,777 459,451 

2006 Idaho 6.13 3,889 63,458 

1998 Idaho 6.54 3,466 53,001 

1999 Idaho 6.69 3,626 54,186 

2000 Idaho 6.50 3,591 55,242 

2001 Idaho 6.45 3,650 56,598 

2002 Idaho 6.37 3,684 57,845 

2003 Idaho 6.38 3,807 59,629 

2004 Idaho 6.42 3,910 60,926 

2005 Idaho 6.52 4,043 62,024 

1997 Illinois 4.63 26,465 571,441 

98–051

 Illinois 5.63 248,817 4,416,513 

2006 Illinois 6.79 37,152 547,181 

1998 Illinois 4.81 27,220 565,857 

1999 Illinois 4.96 27,689 558,249 

2000 Illinois 5.24 28,787 549,795 

2001 Illinois 5.42 29,646 546,571 

2002 Illinois 5.76 31,389 545,459 

2003 Illinois 6.08 33,411 549,692 

2004 Illinois 6.34 34,967 551,168 

2005 Illinois 6.50 35,708 549,722 

See notes at end of exhibit. 

Appendix A3	 Page A3-13 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Indiana 5.28 13,234 250,684 

98–051

 Indiana 6.58 133,848 2,033,046 

2006 Indiana 7.51 19,364 257,974 

1998 Indiana 5.53 13,778 249,379 

1999 Indiana 5.82 14,499 248,943 

2000 Indiana 6.05 15,101 249,784 

2001 Indiana 6.49 16,347 252,071 

2002 Indiana 6.85 17,448 254,589 

2003 Indiana 7.12 18,439 258,852 

2004 Indiana 7.31 19,008 260,189 

2005 Indiana 7.42 19,228 259,239 

1997 Iowa 5.21 5,907 113,374 

98–051

 Iowa 5.15 46,178 895,923 

2006 Iowa 5.47 6,199 113,352 

1998 Iowa 4.99 5,577 111,715 

1999 Iowa 5.04 5,599 111,028 

2000 Iowa 5.05 5,580 110,608 

2001 Iowa 4.94 5,487 111,080 

2002 Iowa 5.18 5,773 111,499 

2003 Iowa 5.29 5,985 113,106 

2004 Iowa 5.34 6,059 113,443 

2005 Iowa 5.39 6,118 113,444 

1997 Kansas 5.88 6,629 112,812 

98–051

 Kansas 7.28 66,451 913,347 

2006 Kansas 8.09 9,524 117,757 

1998 Kansas 6.19 6,933 111,986 

1999 Kansas 6.59 7,334 111,231 

2000 Kansas 6.95 7,728 111,141 

2001 Kansas 7.24 8,135 112,362 

2002 Kansas 7.59 8,685 114,493 

2003 Kansas 7.86 9,190 116,870 

2004 Kansas 7.82 9,179 117,317 

2005 Kansas 7.86 9,267 117,947 

See notes at end of exhibit. 

Appendix A3	 Page A3-14 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997

98–051

 Kentucky 

 Kentucky 

9.39 

11.31

14,999 

 146,127 

159,823 

1,291,656 

2006 Kentucky 12.80 21,007 164,127 

1998 Kentucky 9.57 15,161 158,360 

1999 Kentucky 10.06 15,897 158,066 

2000 Kentucky 10.34 16,372 158,286 

2001 Kentucky 11.08 17,747 160,238 

2002 Kentucky 11.51 18,637 161,935 

2003 Kentucky 12.27 20,219 164,761 

2004 Kentucky 12.59 20,777 165,090 

2005 Kentucky 12.93 21,317 164,920 

1997 Louisiana 4.60 9,554 207,926 

98–051

 Louisiana 5.25 83,840 1,596,988 

2006 Louisiana 5.38 10,503 195,264 

1998 Louisiana 4.68 9,495 202,860 

1999 Louisiana 4.87 9,671 198,662 

2000 Louisiana 5.06 9,957 196,870 

2001 Louisiana 5.08 10,061 198,117 

2002 Louisiana 5.38 10,769 200,049 

2003 Louisiana 5.64 11,386 201,922 

2004 Louisiana 5.94 11,904 200,386 

2005 Louisiana 5.35 10,597 198,122 

1997 Maine 8.07 3,676 45,563 

98–051

 Maine 10.29 34,135 331,897 

2006 Maine 10.07 4,145 41,173 

1998 Maine 8.50 3,690 43,402 

1999 Maine 9.39 3,954 42,111 

2000 Maine 9.62 3,978 41,339 

2001 Maine 10.27 4,230 41,176 

2002 Maine 10.93 4,482 41,018 

2003 Maine 11.35 4,647 40,952 

2004 Maine 11.73 4,806 40,978 

2005 Maine 10.63 4,348 40,921 

See notes at end of exhibit. 

Appendix A3	 Page A3-15 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997

98–051

 Maryland 

 Maryland 

4.25 

5.06 

9,646 

88,071 

226,774 

1,739,886 

2006 Maryland 5.23 11,590 221,471 

1998 Maryland 4.39 9,714 221,355 

1999 Maryland 4.48 9,750 217,900 

2000 Maryland 4.67 10,003 214,144 

2001 Maryland 4.97 10,614 213,720 

2002 Maryland 5.38 11,510 214,154 

2003 Maryland 5.55 12,105 218,255 

2004 Maryland 5.57 12,227 219,501 

2005 Maryland 5.50 12,148 220,857 

1997 Massachusetts 5.91 15,116 255,686 

98–051

 Massachusetts 5.94 116,141 1,953,797 

2006 Massachusetts 6.54 15,813 241,906 

1998 Massachusetts 6.15 15,382 250,103 

1999 Massachusetts 5.93 14,568 245,711 

2000 Massachusetts 5.91 14,328 242,288 

2001 Massachusetts 5.40 13,070 242,051 

2002 Massachusetts 5.75 13,955 242,714 

2003 Massachusetts 6.08 14,822 243,964 

2004 Massachusetts 6.08 14,821 243,630 

2005 Massachusetts 6.24 15,195 243,336 

1997 Michigan 4.47 18,855 421,972 

98–051

 Michigan 5.37 173,182 3,228,293 

2006 Michigan 6.15 24,268 394,488 

1998 Michigan 4.60 18,983 412,525 

1999 Michigan 4.74 19,236 406,057 

2000 Michigan 4.96 19,937 401,743 

2001 Michigan 5.21 20,888 400,767 

2002 Michigan 5.57 22,325 400,987 

2003 Michigan 5.82 23,465 403,444 

2004 Michigan 5.97 24,058 403,205 

2005 Michigan 6.08 24,290 399,565 

See notes at end of exhibit. 

Appendix A3	 Page A3-16 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Minnesota 5.71 11,107 194,560 

98–051

 Minnesota 6.22 97,545 1,567,121 

2006 Minnesota 6.80 13,989 205,637 

1998 Minnesota 5.89 11,327 192,216 

1999 Minnesota 5.94 11,366 191,268 

2000 Minnesota 6.01 11,512 191,462 

2001 Minnesota 6.10 11,803 193,401 

2002 Minnesota 6.32 12,368 195,671 

2003 Minnesota 6.53 12,987 198,776 

2004 Minnesota 6.35 12,780 201,136 

2005 Minnesota 6.60 13,402 203,191 

1997

98–051

 Mississippi 

 Mississippi 

4.73 

5.79 

5,999 

58,652 

126,784 

1,012,825 

2006 Mississippi 6.68 8,430 126,180 

1998 Mississippi 4.81 6,035 125,447 

1999 Mississippi 5.48 6,812 124,285 

2000 Mississippi 5.61 6,944 123,864 

2001 Mississippi 5.51 6,910 125,459 

2002 Mississippi 5.72 7,276 127,156 

2003 Mississippi 6.16 7,994 129,698 

2004 Mississippi 6.48 8,362 129,041 

2005 Mississippi 6.51 8,319 127,875 

1997 Missouri 4.23 9,530 225,097 

98–051

 Missouri 5.77 103,472 1,792,968 

2006 Missouri 6.77 15,415 227,760 

1998 Missouri 4.37 9,698 221,824 

1999 Missouri 4.85 10,683 220,403 

2000 Missouri 5.12 11,307 220,897 

2001 Missouri 5.48 12,222 223,227 

2002 Missouri 6.21 13,966 224,827 

2003 Missouri 6.69 15,191 227,253 

2004 Missouri 6.66 15,137 227,359 

2005 Missouri 6.72 15,268 227,178 

See notes at end of exhibit. 

Appendix A3	 Page A3-17 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Montana 5.07 1,719 33,904 

98–051

 Montana 5.31 13,958 262,640 

2006 Montana 5.80 1,941 33,441 

1998 Montana 5.03 1,688 33,574 

1999 Montana 4.88 1,614 33,065 

2000 Montana 4.98 1,635 32,847 

2001 Montana 5.19 1,687 32,500 

2002 Montana 5.33 1,728 32,429 

2003 Montana 5.54 1,803 32,537 

2004 Montana 5.74 1,878 32,712 

2005 Montana 5.84 1,925 32,976 

1997 Nebraska 5.18 3,617 69,777 

98–051

 Nebraska 5.82 33,214 570,364 

2006 Nebraska 6.42 4,886 76,120 

1998 Nebraska 5.25 3,656 69,623 

1999 Nebraska 5.32 3,707 69,685 

2000 Nebraska 5.33 3,724 69,848 

2001 Nebraska 5.72 4,015 70,139 

2002 Nebraska 6.07 4,295 70,760 

2003 Nebraska 6.17 4,445 72,087 

2004 Nebraska 6.42 4,707 73,373 

2005 Nebraska 6.23 4,665 74,849 

1997 Nevada 4.87 3,345 68,688 

98–051

 Nevada 5.23 34,858 666,506 

2006 Nevada 5.81 5,669 97,600 

1998 Nevada 4.95 3,531 71,370 

1999 Nevada 4.88 3,664 75,092 

2000 Nevada 4.71 3,676 78,092 

2001 Nevada 4.87 3,976 81,735 

2002 Nevada 5.18 4,401 84,972 

2003 Nevada 5.55 4,933 88,890 

2004 Nevada 5.66 5,185 91,573 

2005 Nevada 5.79 5,492 94,782 

See notes at end of exhibit. 

Appendix A3	 Page A3-18 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997

98–051

 New Hampshire 

 New Hampshire 

4.84 

5.73 

2,251 

19,989 

46,532 

349,133 

2006 New Hampshire 6.68 2,905 43,491 

1998 New Hampshire 4.84 2,190 45,207 

1999 New Hampshire 4.95 2,193 44,291 

2000 New Hampshire 5.49 2,387 43,498 

2001 New Hampshire 5.67 2,452 43,262 

2002 New Hampshire 6.01 2,570 42,783 

2003 New Hampshire 6.00 2,586 43,079 

2004 New Hampshire 6.26 2,709 43,306 

2005 New Hampshire 6.64 2,902 43,707 

1997

98–051

 New Jersey 

 New Jersey 

4.75 

5.05 

16,874 

139,422 

355,096 

2,759,129 

2006 New Jersey 5.69 19,782 347,529 

1998 New Jersey 4.57 15,998 350,015 

1999 New Jersey 4.63 16,058 346,635 

2000 New Jersey 4.78 16,361 342,413 

2001 New Jersey 4.89 16,716 342,135 

2002 New Jersey 5.10 17,433 341,934 

2003 New Jersey 5.39 18,545 344,287 

2004 New Jersey 5.49 18,982 345,532 

2005 New Jersey 5.58 19,329 346,178 

1997 New Mexico 5.93 4,943 83,365 

98–051

 New Mexico 6.72 43,874 653,296 

2006 New Mexico 7.62 6,300 82,702 

1998 New Mexico 6.23 5,133 82,363 

1999 New Mexico 6.26 5,115 81,739 

2000 New Mexico 6.13 4,970 81,019 

2001 New Mexico 6.32 5,145 81,417 

2002 New Mexico 6.40 5,207 81,380 

2003 New Mexico 6.92 5,656 81,732 

2004 New Mexico 7.61 6,207 81,542 

2005 New Mexico 7.85 6,441 82,104 

See notes at end of exhibit. 

Appendix A3	 Page A3-19 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 New York 5.85 49,628 848,671 

98–051

 New York 6.91 434,700 6,294,021 

2006 New York 7.92 60,156 759,155 

1998 New York 6.09 50,677 832,153 

1999 New York 6.16 50,140 813,724 

2000 New York 6.52 51,665 792,570 

2001 New York 6.84 53,313 779,408 

2002 New York 7.05 54,328 771,057 

2003 New York 7.20 55,588 772,556 

2004 New York 7.90 60,692 768,375 

2005 New York 7.63 58,297 764,178 

1997 North Carolina 5.54 16,977 306,744 

98–051

 North Carolina 5.78 152,304 2,634,515 

2006 North Carolina 5.78 20,433 353,843 

1998 North Carolina 5.55 16,880 304,369 

1999 North Carolina 5.65 17,361 307,482 

2000 North Carolina 5.55 17,361 313,077 

2001 North Carolina 5.88 19,010 323,173 

2002 North Carolina 5.99 19,921 332,498 

2003 North Carolina 6.08 21,018 345,794 

2004 North Carolina 5.74 20,210 352,291 

2005 North Carolina 5.77 20,543 355,831 

1997 North Dakota 4.46 1,164 26,085 

98–051

 North Dakota 5.65 10,967 194,142 

2006 North Dakota 6.71 1,567 23,358 

1998 North Dakota 4.65 1,197 25,750 

1999 North Dakota 5.05 1,283 25,407 

2000 North Dakota 4.95 1,247 25,176 

2001 North Dakota 5.25 1,294 24,632 

2002 North Dakota 5.83 1,394 23,924 

2003 North Dakota 6.46 1,501 23,247 

2004 North Dakota 6.67 1,531 22,944 

2005 North Dakota 6.59 1,520 23,062 

See notes at end of exhibit. 

Appendix A3	 Page A3-20 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Ohio 3.91 18,666 476,984 

98–051

 Ohio 4.30 158,150 3,678,458 

2006 Ohio 5.21 23,455 449,969 

1998 Ohio 3.96 18,572 468,801 

1999 Ohio 4.19 19,341 461,700 

2000 Ohio 4.08 18,664 457,789 

2001 Ohio 4.18 19,075 456,519 

2002 Ohio 4.19 19,182 457,411 

2003 Ohio 4.27 19,659 460,850 

2004 Ohio 4.56 20,955 459,626 

2005 Ohio 4.98 22,702 455,762 

1997 Oklahoma 4.05 5,645 139,503 

98–051

 Oklahoma 4.89 56,401 1,153,433 

2006 Oklahoma 5.03 7,625 151,486 

1998 Oklahoma 4.22 5,805 137,618 

1999 Oklahoma 4.42 6,077 137,568 

2000 Oklahoma 4.56 6,393 140,134 

2001 Oklahoma 4.67 6,714 143,923 

2002 Oklahoma 5.05 7,414 146,740 

2003 Oklahoma 5.24 7,769 148,253 

2004 Oklahoma 5.43 8,080 148,910 

2005 Oklahoma 5.42 8,149 150,287 

1997 Oregon 4.76 5,965 125,448 

98–051

 Oregon 5.42 57,492 1,060,763 

2006 Oregon 6.09 8,311 136,467 

1998 Oregon 4.86 6,128 126,224 

1999 Oregon 4.98 6,387 128,306 

2000 Oregon 5.32 6,926 130,278 

2001 Oregon 5.44 7,227 132,740 

2002 Oregon 5.49 7,370 134,286 

2003 Oregon 5.47 7,453 136,281 

2004 Oregon 5.75 7,834 136,330 

2005 Oregon 5.99 8,167 136,318 

See notes at end of exhibit. 

Appendix A3	 Page A3-21 
 

 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997

98–051

 Pennsylvania 

 Pennsylvania 

4.39 

5.17 

21,156 

183,569 

482,458 

3,550,561 

2006 Pennsylvania 6.38 27,599 432,304 

1998 Pennsylvania 4.24 19,920 469,683 

1999 Pennsylvania 4.63 21,161 457,259 

2000 Pennsylvania 4.83 21,477 444,412 

2001 Pennsylvania 4.99 21,885 438,461 

2002 Pennsylvania 5.34 23,265 435,470 

2003 Pennsylvania 5.59 24,459 437,527 

2004 Pennsylvania 5.85 25,438 435,123 

2005 Pennsylvania 6.00 25,964 432,626 

1997 Rhode Island 6.10 2,559 41,942 

98–051

 Rhode Island 7.20 21,977 305,287 

2006 Rhode Island 7.68 2,982 38,816 

1998 Rhode Island 6.24 2,510 40,218 

1999 Rhode Island 6.82 2,651 38,894 

2000 Rhode Island 6.90 2,614 37,883 

2001 Rhode Island 7.14 2,692 37,706 

2002 Rhode Island 7.56 2,830 37,420 

2003 Rhode Island 7.82 2,930 37,470 

2004 Rhode Island 7.81 2,935 37,584 

2005 Rhode Island 7.39 2,815 38,112 

1997 South Carolina 6.75 10,931 162,070 

98–051

 South Carolina 7.26 93,047 1,281,591 

2006 South Carolina 8.35 13,864 165,975 

1998 South Carolina 6.98 10,937 156,804 

1999 South Carolina 7.37 11,352 154,086 

2000 South Carolina 7.63 11,775 154,257 

2001 South Carolina 7.61 11,967 157,208 

2002 South Carolina 7.41 11,927 161,039 

2003 South Carolina 7.17 11,818 164,939 

2004 South Carolina 6.99 11,668 166,818 

2005 South Carolina 6.97 11,603 166,440 

See notes at end of exhibit. 

Appendix A3	 Page A3-22 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 South Dakota 6.72 2,168 32,244 

98–051

 South Dakota 7.73 19,331 250,231 

2006 South Dakota 8.33 2,684 32,208 

1998 South Dakota 6.83 2,164 31,701 

1999 South Dakota 7.21 2,267 31,455 

2000 South Dakota 7.35 2,286 31,121 

2001 South Dakota 7.25 2,244 30,934 

2002 South Dakota 7.62 2,362 30,985 

2003 South Dakota 8.18 2,549 31,157 

2004 South Dakota 8.65 2,712 31,352 

2005 South Dakota 8.71 2,747 31,526 

1997 Tennessee 4.66 10,238 219,822 

98–051

 Tennessee 4.84 88,103 1,822,206 

2006 Tennessee 5.10 11,967 234,712 

1998 Tennessee 4.69 10,291 219,381 

1999 Tennessee 4.86 10,690 220,118 

2000 Tennessee 4.83 10,699 221,405 

2001 Tennessee 4.93 11,132 225,628 

2002 Tennessee 4.55 10,449 229,677 

2003 Tennessee 4.74 11,121 234,810 

2004 Tennessee 4.97 11,713 235,754 

2005 Tennessee 5.10 12,008 235,433 

1997 Texas 3.57 34,399 964,030 

98–051

 Texas 3.72 304,414 8,193,794 

2006 Texas 3.53 39,351 1,115,336 

1998 Texas 3.61 34,846 965,938 

1999 Texas 3.70 36,079 974,273 

2000 Texas 3.69 36,442 987,133 

2001 Texas 3.70 37,244 1,006,663 

2002 Texas 3.65 37,396 1,025,502 

2003 Texas 3.85 40,607 1,054,942 

2004 Texas 3.86 41,564 1,078,069 

2005 Texas 3.65 40,236 1,101,274 

See notes at end of exhibit. 

Appendix A3	 Page A3-23 
 

 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997 Utah 4.73 5,327 112,606 

98–051

 Utah 4.87 51,113 1,049,378 

2006 Utah 5.17 7,597 147,001 

1998 Utah 4.97 5,710 114,983 

1999 Utah 4.92 5,899 119,943 

2000 Utah 4.64 5,785 124,723 

2001 Utah 4.55 5,922 130,311 

2002 Utah 4.74 6,381 134,514 

2003 Utah 4.85 6,733 138,808 

2004 Utah 5.10 7,221 141,602 

2005 Utah 5.16 7,462 144,494 

1997 Vermont 5.50 1,241 22,571 

98–051

 Vermont 6.78 10,901 160,748 

2006 Vermont 8.28 1,602 19,342 

1998 Vermont 5.67 1,226 21,617 

1999 Vermont 6.65 1,391 20,927 

2000 Vermont 6.14 1,237 20,157 

2001 Vermont 6.48 1,294 19,956 

2002 Vermont 6.62 1,307 19,756 

2003 Vermont 7.01 1,378 19,649 

2004 Vermont 7.78 1,512 19,433 

2005 Vermont 8.08 1,556 19,253 

1997 Virginia 4.81 13,818 287,181 

98–051

 Virginia 5.41 123,398 2,279,118 

2006 Virginia 5.66 16,968 299,810 

1998 Virginia 4.85 13,713 282,561 

1999 Virginia 5.01 14,023 279,971 

2000 Virginia 5.22 14,444 276,794 

2001 Virginia 5.25 14,629 278,567 

2002 Virginia 5.57 15,691 281,682 

2003 Virginia 5.69 16,422 288,758 

2004 Virginia 5.80 16,996 293,291 

2005 Virginia 5.88 17,480 297,494 

See notes at end of exhibit. 

Appendix A3	 Page A3-24 
 

 

 

 

 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Percentage of Number of 

Year State 

children age 3 

through 5 

children 

identified 

Number of 

children 

1997

98–051

 Washington 

 Washington 

5.10 

5.23 

12,001 

99,033 

235,453 

1,892,473 

2006 Washington 5.51 13,174 239,087 

1998 Washington 5.06 11,799 233,231 

1999 Washington 5.00 11,623 232,531 

2000 Washington 5.04 11,760 233,363 

2001 Washington 5.04 11,881 235,798 

2002 Washington 5.24 12,445 237,439 

2003 Washington 5.41 13,010 240,285 

2004 Washington 5.45 13,086 240,192 

2005 Washington 5.60 13,429 239,634 

1997

98–051

 West Virginia 

 West Virginia 

7.92 

8.78 

5,174 

43,983 

65,337 

501,056 

2006 West Virginia 9.69 6,013 62,075 

1998 West Virginia 8.24 5,301 64,329 

1999 West Virginia 8.55 5,409 63,287 

2000 West Virginia 8.69 5,445 62,642 

2001 West Virginia 8.57 5,332 62,227 

2002 West Virginia 8.68 5,400 62,205 

2003 West Virginia 8.99 5,604 62,340 

2004 West Virginia 9.12 5,659 62,021 

2005 West Virginia 9.41 5,833 62,005 

1997 Wisconsin 6.57 13,705 208,719 

98–051

 Wisconsin 7.28 118,815 1,631,413 

2006 Wisconsin 7.51 15,591 207,672 

1998 Wisconsin 6.67 13,708 205,528 

1999 Wisconsin 6.87 13,934 202,867 

2000 Wisconsin 7.15 14,383 201,142 

2001 Wisconsin 7.25 14,574 201,113 

2002 Wisconsin 7.32 14,802 202,215 

2003 Wisconsin 7.51 15,393 204,984 

2004 Wisconsin 7.72 15,955 206,606 

2005 Wisconsin 7.76 16,066 206,958 

See notes at end of exhibit. 

Appendix A3	 Page A3-25 
 

Exhibit A3.7. Percentage of 3- through 5-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2005 

average, and 2006)—Continued 

Year State 

Percentage of 

children age 3 

through 5 

Number of 

children 

identified 

Number of 

children 

1997

98–051

2006

1998

1999

2000

2001

2002

2003

2004

2005

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

 Wyoming 

7.96 

10.52 

13.66 

 

8.40 

8.79 

8.95 

9.85 

10.85 

11.87 

12.52 

13.05 

1,569 

15,874 

2,645 

1,616 

1,667 

1,695 

1,864 

2,037 

2,211 

2,315 

2,469 

19,706 

150,895 

19,365 

19,244 

18,975 

18,934 

18,925 

18,768 

18,634 

18,497 

18,918 

1

 Throughout this exhibit, "98–05" presents the average of the 1998 through 2005 DANS and 

NVSS data counts (nationally and by state) and the average percentage for the years 1998 

through 2005. 

NOTE: National data represent the counts and average percentages for the 50 states and the 

District of Columbia. The numbers of children identified are the state counts of children identified 

for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. The total 

number of children is a population proxy constructed with National Vital Statistics System (NVSS) 

birth data, including births on Indian reservations. The percentage of all children identified was 

calculated by dividing the number of 3- through 5-year-olds identified for services under IDEA in a 

given state (or nationally) in a given year (or range of years) by the total number of 3- through 5-

year-olds in the same state (or nationally) in the same year (or range of years) as indicated by the 

NVSS-constructed population proxy. 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part B, Child Count, 1997–2006, retrieved December 7, 2007, from 

http://www.ideadata.org/PartBChildCount.asp; U.S. Department of Health and Human Services, 

Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital 

Statistics System (NVSS), 1997–2005, retrieved January 11, 2008, from 

http://209.217.72.34/VitalStats/ReportFolders/ReportFolders.aspx. U.S. Department of Health and 

Human Services, Centers for Disease Control and Prevention, National Center for Health 

Statistics, National Vital Statistics System (NVSS). 

Appendix A3 Page A3-26 
Exhibit A3.8a. Letter-word identification (WJ III): Standard scores, 

differences from the general population for preschoolage children identified for services under IDEA, by age 

cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from total 

preschool 

Standard error 

p value 

BH statistical 1 significance

98.2 

0.78 

3.1 

-1.8 

0.78 

0.022 

Y 

100.8

1.37

5.4

 

0.8 

1.37

0.560

 98.5

 0.98

 3.8

-1.5 

 0.98

 0.126

 96.8 

 0.98 

 3.8 

-3.2 

 0.98 

 0.001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the 

exhibit are based on a direct assessment of individual students using the WoodcockJohnson III (WJ III) (Woodcock, McGrew, and Mather 2001). All measures are based on a 

general population mean of 100 and a standard deviation of 15. The presented confidence 

intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-27 
 

Exhibit A3.8b. Vocabulary (PPVT-III): Standard scores, differences 

from the general population for preschool-age children 

identified for services under IDEA, by age cohort 

3-year-olds 4-year-olds 5-year-olds 

Total vs. 100 vs. 100 vs. 100 

Mean 90.1 88.6 89.7 91.1 

Standard error 0.59 0.78 0.78 0.88 

Confidence interval 2.3 3.1 3.1 3.5 

 

Difference from 

population -9.9 -11.4 -10.3-8.9

Standard error 0.59 0.78 0.78 0.88 

p value p < .0001 p < .001 p < .001 p < .001 

BH statistical 1 significance Y Y Y Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the 

exhibit are based on a direct assessment of individual students using the Peabody Picture 

Vocabulary Test-Third Edition (PPVT-III) (Dunn and Dunn 1997). All measures are based 

on a general population mean of 100 and a standard deviation of 15. The presented 

confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-28 
Exhibit A3.8c. Applied problems (WJ III): Standard scores, differences 

from the general population for preschool-age children 

identified for services under IDEA, by age cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from total 

preschool

Standard error 

p value 

BH statistical 1 significance

90.3 

0.98 

3.8 

 -9.7 

0.98 

p < .001 

Y 

88.2

1.27

5.0

 

-11.8 

1.27

p < 001 

Y 

 91.2

 1.57

 6.1

-8.8

 1.57

p < .001 

Y 

 90.6

 0.98

 3.8

-9.4

 0.98

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the 

exhibit are based on a direct assessment of individual students using the WoodcockJohnson III (WJ III) (Woodcock, McGrew, and Mather 2001). All measures are based on a 

general population mean of 100 and a standard deviation of 15. The presented confidence 

intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-29 
 

Exhibit A3.8d. Preacademic skills (ABAS-II): Standard scores, 

differences from the general population for preschoolage children identified for services under IDEA, by age 

cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from 

population 

Standard error 

p value 

BH statistical 1 significance

89.5 

0.98 

3.8 

-10.5

0.98 

p < .001 

Y 

88.5

0.98

3.8

 

 -11.5 

0.98

p < .001 

Y 

 90.0

 0.98

 3.8

-10.0 

 0.98

p < .001 

Y 

 93.5

 1.47

 5.8

-6.5

 1.47

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Findings reported in the 

exhibit are based on a direct assessment of individual students using the Adaptive 

Behavior Assessment System-Second Edition (ABAS-II) (Harrison and Oakland 2003). All 

measures are based on a general population mean of 100 and a standard deviation of 15. 

The presented confidence intervals represent plus or minus 1.96 multiplied by the standard 

error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-30 
Exhibit A3.8e. Academic and social outcomes for 

preschool-age children identified for 

services under IDEA, age cohort 

comparisons 

3-year-olds 

vs. all 

others 

4-year-olds 

vs. all 

others 

5-year-olds 

vs. all 

others 

Letter-word identification 

(WJ III) 

Mean 

Standard error 

p value

BH statistical 1 significance 

 

Applied problems 

(WJ III) 

Mean

Standard error 

p value

BH statistical 1 significance 

 

Vocabulary (PPVT-III) 

Mean 

Standard error 

p value

BH statistical 1 significance

 

Preacademic skills 

(ABAS-II) 

Mean 

Standard error 

p value

BH statistical 1 significance

 

3.1

1.54 

 0.043 

 

 -2.7 

1.59 

 0.089 

-1.7 

0.98 

 0.075 

 

-3.1 

1.31 

 0.017 

 

 -0.3 

1.29 

0.831 

1.8 

1.76 

0.305 

-0.1 

0.98 

0.885 

-1.0 

1.32 

0.450 

-2.8 

1.28 

0.031

0.8

1.42 

0.566

1.9

1.04 

0.065

4.2

1.63 

0.010

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed 

test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). 

Measures are: Woodcock-Johnson III (WJ III) Letter-Word Identification 

subtest (Woodcock, McGrew, and Mather 2001); WJ III Applied 

Problems subtest (Woodcock, McGrew, and Mather 2001); PPVT-III: 

Peabody Picture Vocabulary Test-Third Edition (Dunn and Dunn 1997); 

ABAS-II: Adaptive Behavior Assessment System-Second Edition 

(Harrison and Oakland 2003). All measures are based on a general 

population mean of 100 and a standard deviation of 15. The presented 

confidence intervals represent plus or minus 1.96 multiplied by the 

standard error. 

SOURCE: U.S. Department of Education, Institute of Education 

Sciences, National Center for Special Education Research, PreElementary Education Longitudinal Study (PEELS), direct assessment, 

2005. 

Appendix A3	 Page A3-31 
 

Exhibit A3.8f. Academic and social outcomes for 

preschool-age children identified for 

services under IDEA, age cohort 

comparisons 

3-year-olds 3-year-olds 4-year-olds 

vs. 4-yearolds vs. 5-yearolds vs. 5-yearolds 

Letter-word identification 

(WJ III) 

Mean 2.3 4.0 1.7

Standard error 1.69 1.69 1.39 

p value 0.173 0.018 0.220

BH statistical 1 significance 

 

Applied problems 

(WJ III) 

Mean -3.0 -2.4 0.6

Standard error 2.02 1.61 1.85 

p value 0.138 0.135 0.746

BH statistical 1 significance 

 

Vocabulary (PPVT-III) 

Mean -1.1 -2.5 -1.4

Standard error 1.11 1.18 1.18 

p value 0.321 0.034 0.235

BH statistical 1 significance 

 

Preacademic skills 

(ABAS-II) 

Mean -1.5 -5.0 -3.5

Standard error 1.39 1.77 1.77 

p value 0.279 0.005 0.048

BH statistical 1 significance 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed 

test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). 

Measures are: Research version of the Woodcock-Johnson III (WJ III) 

Letter-Word Identification subtest (Woodcock, McGrew, and Mather 

2001); Research version of the WJ III Applied Problems subtest 

(Woodcock, McGrew, and Mather 2001); PPVT-III: Peabody Picture 

Vocabulary Test-Third Edition (Dunn and Dunn 1997); ABAS-II: 

Adaptive Behavior Assessment System-Second Edition (Harrison and 

Oakland 2003). All measures are based on a general population mean 

of 100 and a standard deviation of 15. The presented confidence 

intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education 

Sciences, National Center for Special Education Research, PreElementary Education Longitudinal Study (PEELS), direct assessment, 

2005. 

 

 

 

 

Appendix A3	 Page A3-32 
Exhibit A3.9a. Social skills (PKBS-2): Standard scores, differences 

from the general population for preschool-age children 

identified for services under IDEA, by age cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from 

population

Standard error 

p value 

BH statistical 1 significance

92.8 

0.88 

3.5 

 -7.2 

0.88 

p < .001 

Y 

85.2

1.08

4.2

 

-14.8 

1.08

p < .001 

Y 

 93.0

 1.08

 4.2

-7.0 

 1.08

p < .001 

Y 

 96.5 

 1.37 

 5.4 

-3.5

 1.37 

0.011 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Social skills were measured 

by the Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) (Merrell 

2002). All measures are based on a general population mean of 100 and a standard 

deviation of 15. The presented confidence intervals represent plus or minus 1.96 multiplied 

by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-33 
 

Exhibit A3.9b. Problem behaviors (PKBS-2): Standard scores, 

differences from the general population for preschoolage children identified for services under IDEA, by age 

cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from 

population 

Standard error 

p value 

BH statistical 1 significance

98.2 

0.69 

2.7 

-1.8 

0.69 

0.009 

 

99.2

0.78

3.1

 

-0.8 

0.78

0.308

 98.5

 1.08

 4.2

-1.5 

 1.08

 0.164

 97.4

 0.88

 3.5

-2.6

 0.88

 0.003

Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Problem behaviors were 

measured by the Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) 

(Merrell 2002). All measures are based on a general population mean of 100 and a 

standard deviation of 15. The presented confidence intervals represent plus or minus 1.96 

multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-34 
Exhibit A3.9c. Self-care (ABAS-II): Standard scores, differences from 

the general population for preschool-age children 

identified for services under IDEA, by age cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from 

population

Standard error 

p value 

BH statistical 1 significance

93.0 

0.98 

3.8 

 -7.0 

0.98 

p < .001 

Y 

91.0

0.98

3.8

 

-9.0 

0.98

p < .001 

Y 

 94.0

 0.98

 3.8

-6.0 

 0.98

p < .001 

Y 

 90.5 

 1.47 

 5.8 

-9.5 

 1.47 

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Self-care skills were 

measured by the Adaptive Behavior Assessment System-Second Edition (ABAS-II) 

(Harrison and Oakland 2003). All measures are based on a general population mean of 

100 and a standard deviation of 15. The presented confidence intervals represent plus or 

minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-35 
 

Exhibit A3.9d. Self-direction (ABAS-II): Standard scores, differences 

from the general population for preschool-age children 

identified for services under IDEA, by age cohort 

Total 

3-year-olds 

vs. 100 

4-year-olds 

vs. 100 

5-year-olds 

vs. 100 

Mean 

Standard error 

Confidence interval 

Difference from 

population

Standard error 

p value 

BH statistical 1 significance

96.5 

0.98 

3.8 

 -3.5 

0.98 

p < .001 

Y 

93.5

0.98

3.8

 

-6.5 

0.98

p < .001 

Y 

 98.0

 0.98

 3.8

-2.0 

 0.98

0.041 

 91.0 

 1.47 

 5.8 

-9.0 

 1.47 

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after 

adjustment using the Benjamini-Hochberg procedure for multiple comparisons and false 

discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Self-direction skills were 

measured by the Adaptive Behavior Assessment System-Second Edition (ABAS-II) 

(Harrison and Oakland 2003). All measures are based on a general population mean of 

100 and a standard deviation of 15. The presented confidence intervals represent plus or 

minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center 

for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), 

direct assessment, 2005. 

Appendix A3	 Page A3-36 
 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A3.9e. Academic and social outcomes for 

preschool-age children identified for 

services under IDEA, age cohort 

comparisons 

3-year-olds 4-year-olds 5-year-olds 

vs. all vs. all vs. all 

others others others 

Social skills (PKBS-2) 

Mean -9.4 2.1 7.2 

Standard error 1.38 1.39 1.57 

p value p < .001 0.123 p < .001 

BH statistical 1 significance Y Y 

Problem behaviors 

(PKBS-2) 

Mean 1.2 0.2 -1.4 

Standard error 1.06 1.23 1.11 

p value 0.244 0.858 0.205 

BH statistical 1 significance

Self-care (ABAS-II) 

Mean -1.3 3.3 -2.1 

Standard error 1.31 1.32 1.63 

p value 0.303 0.013 0.199 

BH statistical 1 significance

Self-direction (ABAS-II) 

Mean -3.0 1.5 -5.5 

Standard error 1.39 1.39 1.77 

p value 0.030 0.279 0.002 

BH statistical 1	 significance Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed 

test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Social 

skills and problem behaviors were measured by the Preschool and 

Kindergarten Behavior Scales-Second Edition (PKBS-2) (Merrell 2002). 

Self-care skills and self-direction skills were measured by the Adaptive 

Behavior Assessment System-Second Edition (ABAS-II) (Harrison and 

Oakland 2003). All measures are based on a general population mean of 

100 and a standard deviation of 15. The presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education 

Sciences, National Center for Special Education Research, PreElementary Education Longitudinal Study (PEELS), direct assessment, 

2005. 

Appendix A3	 Page A3-37 
 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A3.9f. Academic and social outcomes for 

preschool-age children identified for 

services under IDEA, age cohort 

comparisons 

3-year-olds 3-year-olds 4-year-olds 

vs. 4-yearolds vs. 5-yearolds vs. 5-yearolds 

Social skills (PKBS-2) 

Mean -7.8 -11.3 -3.5 

Standard error 1.52 1.74 1.74 

p value p < .001 p < .001 0.045 

BH statistical 1 significance Y Y 

Problem behavior 

(PKBS-2) 

Mean 0.7 1.8 1.1 

Standard error 1.33 1.18 1.39 

p value 0.599 0.127 0.430 

BH statistical 1 significance

Self-care (ABAS-II) 

Mean -3.0 0.5 3.5 

Standard error 1.39 1.77 1.77 

p value 0.030 0.777 0.048 

BH statistical 1 significance

Self-direction (ABAS-II) 

Mean -4.5 2.5 7.0 

Standard error 1.39 1.77 1.77 

p value 0.001 0.157 p<.001 

BH statistical 1 significance Y Y 

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed 

test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Social 

skills and problem behaviors were measured by the Preschool and 

Kindergarten Behavior Scales-Second Edition (PKBS-2) (Merrell 2002). 

Self-care skills and self-direction skills were measured by the Adaptive 

Behavior Assessment System-Second Edition (ABAS-II) (Harrison and 

Oakland 2003). All measures are based on a general population mean of 

100 and a standard deviation of 15. The presented confidence intervals 

represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education 

Sciences, National Center for Special Education Research, PreElementary Education Longitudinal Study (PEELS), direct assessment, 

2005. 

Appendix A3	 Page A3-38 
Exhibit A3.10a. Emerging academic skills of children identified for preschool 

services under IDEA, by disability category (2005) 

Developmental 

delay 

Speech or 

language 

impairments All others 

WJ III Letter-word identification 

(WJ LW) 

Standard score 

Standard error 

Confidence interval 

WJ III Applied problems (WJAP) 

Standard score 

Standard error 

Confidence interval 

Peabody Picture Vocabulary Test 

(PPVT-III) 

Standard score 

Standard error 

Confidence interval 

Adaptive Behavior Assessment 

System II Preacademics (ABAS-II) 

Standard score 

Standard error 

Confidence interval 

 

93.0 

1.3 

2.5 

82.7 

1.4 

2.7 

85.2 

1.3 

2.5 

 

84.5 

1.0 

2.0 

100.2 

0.8 

1.6 

96.4 

0.7 

1.4 

93.4 

0.6 

1.2 

93.0 

1.0 

2.0 

100.2 

0.4 

4.3 

87.5 

3.6 

7.0 

89.4 

1.2 

2.3 

88.6 

3.5 

7.0 

NOTE: Data were preliminary at the time of publication (2005). Measures are: WJLW: Research version 

of the Woodcock-Johnson III (WJ III) Letter-Word Identification subtest (Woodcock, McGrew, and 

Mather 2001); WJAP: Research version of the WJ III Applied Problems subtest (Woodcock, McGrew, 

and Mather 2001); PPVT-III: Peabody Picture Vocabulary Test-Third Edition (Dunn and Dunn 1997); 

ABAS-II: Adaptive Behavior Assessment System-Second Edition (Harrison and Oakland 2003); 

PKBS-2: Preschool and Kindergarten Behavior Scales-Second Edition (Merrell 2002). All measures are 

based on a general population mean of 100 and a standard deviation of 15. The presented confidence 

intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3 Page A3-39 
 

Exhibit A3.10b. Emerging social skills, problem behavior, self-care, and selfdirection scores of children identified for preschool services under 

IDEA, by disability category (2005) 

Developmental 

delay 

Speech or 

language 

impairments All others 

PKBS-2 Social skills 

Standard score 

Standard error 

Confidence interval 

 

PKBS-2 Problem behaviors 

Standard score 

Standard error 

Confidence interval 

 

ABAS-II Self-care 

Standard score 

Standard error 

Confidence interval 

 

ABAS-II Self-direction 

Standard score 

Standard error 

Confidence interval 

 

88.2 

1.7 

3.3 

102.9 

1.0 

2.0 

88.5 

1.5 

2.9 

91.0 

1.0 

2.0 

100.3 

1.1 

2.2 

93.1 

0.7 

1.4 

100.0 

1.0 

2.0 

102.5 

1.0 

2.0 

84.3 

2.6 

5.2 

102.3 

1.7 

3.3 

85.3 

3.5 

6.8 

91.6 

3.5 

7.0 

NOTE: Data were preliminary at the time of publication (2005). Measures are: ABAS-II: Adaptive 

Behavior Assessment System-Second Edition (Harrison and Oakland 2003); PKBS-2: Preschool and 

Kindergarten Behavior Scales-Second Edition (Merrell 2002). All measures are based on a general 

population mean of 100 and a standard deviation of 15. The presented confidence intervals represent 

plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3 Page A3-40 
Exhibit A3.10c. Differences with the general population across disability 

categories for emerging academic skills of children identified for 

preschool services under IDEA 

 All others 

Developmental 

delay 

Speech or 

language 

impairments 

WJ III Letter-word identification 

(WJLW) 

Standard score 

Standard error 

p value 1 BH statistical significance

 

WJ III Applied problems (WJAP) 

Standard score 

Standard error 

p value 1 BH statistical significance

 

Peabody Picture Vocabulary Test 

(PPVT-III) 

Standard score 

Standard error 

p value 1 BH statistical significance

 

Adaptive Behavior Assessment 

System II Preacademics (ABAS-II) 

Standard score 

Standard error 

p value 1 BH statistical significance

0.2 

0.4 

 0.579 

-12.5 

3.6 

p < .001 

Y 

-10.6 

1.2 

p < .001 

Y 

 

-11.4 

3.5 

0.001 

-7.0 

1.3 

p < .001 

 Y 

-17.3 

1.4 

p < .001 

Y 

-14.8 

1.3 

p < .001 

Y 

-15.5 

1.0 

p < .001 

 Y 

0.2 

0.8 

0.803 

-3.6 

0.7 

p < .001 

Y

-6.6 

0.6 

p < .001 

Y

-7.0 

1.0 

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the 

Benjamini-Hochberg procedure for multiple comparisons and false discovery rate.
 

NOTE: Data were preliminary at the time of publication (2005). Measures are: WJLW: Research 

version of the Woodcock-Johnson III (WJ III) Letter-Word Identification subtest (Woodcock, McGrew, 

and Mather 2001); WJAP: Research version of the WJ III Applied Problems subtest (Woodcock, 

McGrew, and Mather 2001); PPVT-III: Peabody Picture Vocabulary Test-Third Edition (Dunn and Dunn 

1997); ABAS-II: Adaptive Behavior Assessment System-Second Edition (Harrison and Oakland 2003). 

All measures are based on a general population mean of 100 and a standard deviation of 15. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.
 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3 Page A3-41 
 

Exhibit A3.10d. Differences with the general population across disability 

categories for emerging social skills, problem behavior, self-care, 

and self-direction scores of children identified for preschool 

services under IDEA

 All others

Developmental 

delay 

Speech or 

language 

impairments 

PKBS-2 Social skills 

Standard score 

Standard error 

p value 1 BH statistical significance

PKBS-2 Problem behaviors 

Standard score 

Standard error 

p value 1 BH statistical significance

ABAS-II Self-care 

Standard score 

Standard error 

p value 1 BH statistical significance

ABAS-II Self-direction 

Standard score 

Standard error 

p value 1 BH statistical significance 

-15.7 

2.6 

p < .001 

Y 

2.3 

1.7 

 0.175 

 

-14.7 

3.5 

p < .001 

Y 

-8.4 

3.5 

 0.018 

-11.8 

1.7 

p < .001 

Y 

2.9 

1.0 

0.004

-11.5 

1.5 

p < .001 

Y 

-9.0 

1.0 

p < .001 

Y

0.3 

1.1 

0.785 

-6.9 

0.7 

p<.001

Y

0.0 

1.0 

1.000 

2.5 

1.0 

0.012 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the 

Benjamini-Hochberg procedure for multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Measures are: ABAS-II: Adaptive 

Behavior Assessment System-Second Edition (Harrison and Oakland 2003); PKBS-2: Preschool and 

Kindergarten Behavior Scales-Second Edition (Merrell 2002). All measures are based on a general 

population mean of 100 and a standard deviation of 15. The presented confidence intervals represent 

plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3 Page A3-42 
Exhibit A3.10e. Cross disability category differences for emerging academic skills 

of children identified for preschool services under IDEA 

Developmental 

delay vs. all 

others 

Speech or 

language 

impairments vs. 

all others 

Developmental 

delay vs. speech 

or language 

impairments 

WJ III Letter-word identification 

(WJLW) 

Standard score 

Standard error 

p value 1 BH statistical significance

WJ III Applied problems (WJAP) 

Standard score 

Standard error 

p value 1 BH statistical significance

Peabody Picture Vocabulary Test 

(PPVT-III) 

Standard score 

Standard error 

p value 1 BH statistical significance

Adaptive Behavior Assessment 

System II Preacademics (ABAS-II) 

Standard score 

Standard error 

p value 1 BH statistical significance

 

7.2 

1.35 

p < .001 

Y 

4.8 

3.85 

 0.211 

 

 

4.2 

1.75 

 0.015 

4.1 

3.69 

 0.267 

 

0.0 

0.88 

0.994 

-8.9 

3.65 

0.015

-4.0 

1.32 

0.003

 Y 

-4.4 

3.69 

0.232

-7.2 

1.53 

p < .001 

Y

-13.7 

1.57 

p < .001 

Y

-8.2 

1.43 

p < .001 

Y

-8.5 

1.41 

p < .001 

Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the 

Benjamini-Hochberg procedure for multiple comparisons and false discovery rate.
 

NOTE: Data were preliminary at the time of publication (2005). Measures are: WJLW: Research 

version of the Woodcock-Johnson III (WJ III) Letter-Word Identification subtest (Woodcock, McGrew, 

and Mather 2001); WJAP: Research version of the WJ III Applied Problems subtest (Woodcock, 

McGrew, and Mather 2001); PPVT-III: Peabody Picture Vocabulary Test-Third Edition (Dunn and Dunn 

1997); ABAS-II: Adaptive Behavior Assessment System-Second Edition (Harrison and Oakland 2003). 

All measures are based on a general population mean of 100 and a standard deviation of 15. The 

presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.
 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3 Page A3-43 
 

Exhibit A3.10f. Cross disability category differences for emerging social skills, 

problem behavior, self-care, and self-direction scores of children 

identified for preschool services under IDEA 

Speech or Developmental 

Developmental language delay vs. speech 

delay vs. all impairments vs. or language 

others all others impairments 

PKBS-2 Social skills 

Standard score -3.9 -16.0 -12.1 

Standard error 3.13 2.85 2.02 

p value 0.209 p < .001 p < .001 1 BH statistical significance Y Y 

PKBS-2 Problem behaviors 

Standard score -0.6 9.2 9.8 

Standard error 1.97 1.84 1.22 

p value 0.764 p < .001 p < .001 1 BH statistical significance Y Y 

ABAS-II Self-care 

Standard score -3.2 -14.7 -11.5 

Standard error 3.76 3.59 1.80 

p value 0.389 p < .001 p < .001 1 BH statistical significance Y Y Y

ABAS-II Self-direction 

Standard score 0.6 -10.9 -11.5 

Standard error 3.69 3.69 1.41 

p value 0.863 0.003 p < .001 1 BH statistical significance Y Y

1 BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the 

Benjamini-Hochberg procedure for multiple comparisons and false discovery rate. 

NOTE: Data were preliminary at the time of publication (2005). Measures are: ABAS-II: Adaptive 

Behavior Assessment System-Second Edition (Harrison and Oakland 2003); PKBS-2: Preschool and 

Kindergarten Behavior Scales-Second Edition (Merrell 2002). All measures are based on a general 

population mean of 100 and a standard deviation of 15. The presented confidence intervals represent 

plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special 

Education Research, Pre-Elementary Education Longitudinal Study (PEELS), direct assessment, 2005. 

Appendix A3	 Page A3-44 
Appendix A4. School-Age Children Identified for Services Under IDEA 

Page A4-1 

Appendix A4. School-Age Children Identified for Services Under IDEA 

In chapter 4, we present data related to questions of identification, declassification, and 

outcomes of school-age children identified for services under IDEA. This appendix provides 

supporting information for each exhibit in chapter 4. Exhibits A4.1 through A4.7 provide 

relevant counts, proportions, and percentages related to identification. Exhibits A4.8 through 

A4.9 provide percentages, means, and percentages related to declassification from IDEA 

services. Exhibits A4.10 through A4.14 provide means, standard errors, confidence intervals, 

p values and Benjamini-Hochberg-adjusted BH statistical significance levels related to outcomes 

from NAEP. Exhibits A4.15 through A4.17 provide percentages and standard errors for NAEP 

achievement levels and percentages for state accountability test achievement levels. 

Exhibits A4.18 through A4.19 provide means, standard errors, confidence intervals, p values and 

Benjamini-Hochberg-adjusted BH statistical significance levels related to outcomes from the 

SEELS and NLTS2. Exhibits A4.20 through A4.26 provide counts and percentages related to 

school completion. 

Page A4-3 
Exhibit A4.1. National number of school-age children identified for services under IDEA, by age (2005) 

Children served under IDEA by age 

Birth to 1 to less 2 to less 3 to less 4 to less 5 to less 6 to less 7 to less 8 to less 9 to less 

Year less than 1 than 2 than 3 than 4 than 5 than 6 than 7 than 8 than 9 than 10 2005 41,865 94,445 158,404 153,320 245,526 300,082 361,567 411,694 454,033 488,367 

Children served under IDEA by age 

12 to less 13 to less 14 to less 15 to less 16 to less 17 to less 18 to less 19 to less 20 to less 

Year than 13 than 14 than 15 than 16 than 17 than 18 than 19 than 20 than 21 

2005 514,497 519,873 521,723 519,973 484,682 417,768 209,608 60,306 28,617 

NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point betwee

December 1, 2005. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years 

services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. Schoo

services under IDEA are ages 6 through 21 years. The shaded area represents the data for these children. SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child Count, 1997–2006, retrieve

http://www.ideadata.org/PartBChildCount.asp. 

Appendix A4 
Exhibit A4.2/3. National number and percentage of school-age children identified for services under IDEA and enrollment in selec

by age group (1997–2005) 

Ages 6–17 Ages 6–9 Ages 10–13 

Number of 

students 

with 

School 

enrollment 

Number of 

students 

with 

School 

enrollment 

Number of 

students 

with 

School 

enrollment 

Number of 

students 

with 

Year disabilities grades 1–12 Percent disabilities grades 1–4 Percent disabilities grades 5–8 Percent disabilities 

1997 5,081,196 41,273,020 12.31 1,691,239 14,547,910 11.63 1,914,456 13,884,950 13.79 1,475,501 1998 5,208,947 41,749,812 12.48 1,703,932 14,714,371 11.58 1,979,050 14,042,488 14.09 1,525,965 1999 5,340,850 42,133,185 12.68 1,709,872 14,733,999 11.60 2,040,417 14,221,730 14.35 1,590,561 2000 5,435,248 42,577,168 12.77 1,689,352 14,673,687 11.51 2,098,728 14,552,347 14.42 1,647,168 2001 5,517,641 43,006,998 12.83 1,669,628 14,571,179 11.46 2,129,140 14,847,380 14.34 1,718,873 2002 5,601,337 43,429,487 12.90 1,668,350 14,464,784 11.53 2,133,318 15,045,462 14.18 1,799,669 2003 5,668,404 43,723,601 12.96 1,687,535 14,400,688 11.72 2,116,871 15,121,555 14.00 1,863,998 2004 5,722,059 43,965,604 13.01 1,710,233 14,429,227 11.85 2,089,215 15,028,696 13.90 1,922,611 2005 5,707,712 44,177,425 12.92 1,715,661 14,476,698 11.85 2,047,905 14,897,970 13.75 1,944,146 NOTE: The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point between Octobe

year. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to receiv

represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. To compute the percentages, the ages of cincluding children in BIE schools, were aligned with the grades of the children for their age as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-old

17-year-olds, grades 9–12; and 6- tthrough 17-year-olds, grades 1–12. The number of children in a given age group identified for services under IDEA (DANS) wanumber of children enrolled in the corresponding grade level (CCD). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, Child Count, 1997–2005, retrieved Decem

http://www.ideadata.org/PartBChildCount.asp; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–0

2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 
Exhibit A4.4/5. National number of children enrolled in grades 1-12 and number and percentage of 6- through 21-year-olds iden

by race/ethnicity (1998–2005) 

Year 

White Black Hispanic Asian 

School 

enrollment 

Number of 

students 

with 

disabilities Percent 

School 

enrollment 

Number of 

students 

with 

disabilities Percent 

School 

enrollment 

Number of 

students 

with 

disabilities Percent 

School 

enrollment 

Number of 

students 

with 

disabilities Percent 

1998 1999 2000 2001 2002 2003 2004 2005 

25,216,11225,455,89625,940,63725,927,15225,971,08025,766,57225,330,95125,266,020

 3,500,672  3,433,287  3,556,922  3,566,073  3,588,910  3,590,398  3,588,773  3,550,397 

13.8813.4913.7113.7513.8213.9314.1714.05

 6,704,109  6,855,717  7,146,345  7,253,100  7,360,529  7,398,435  7,403,359  7,461,141 

1,111,200 1,111,884 1,165,834 1,193,410 1,212,802 1,233,610 1,251,360 

1,243,867 

16.57 16.22 16.31 16.45 16.48 16.67 16.90 

16.67

5,667,2906,211,4166,723,7087,114,2957,507,4667,855,3958,073,464

 8,504,615 

 725,634  751,447  799,578  844,087  888,989  936,487  974,556 

1,006,257 

12.80 12.10 11.89 11.86 11.84 11.92 12.07 

11.83

1,586,374 1,645,111 1,765,508 1,832,491 1,888,202 1,935,701 1,958,110 

 2,038,066 

95,322

100,392107,812109,655115,295120,593125,351

129,163 

 6.01 

 6.10  6.11  5.98  6.11  6.23  6.40 

6.34

NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaskidentified in the exhibit are aggregated counts of children ages 6 through 21 identified for services under IDEA at a single time point between October 1 and Dece

counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to receive services under Ithe 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. The percentages were calculated by dividing the number of 6- thro

racial/ethnic category identified for services under IDEA (DANS) by the total number of students enrolled in grades 1 through 12 in the same racial/ethnic categor

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, retrieved February 22, 2008http://www.ideadata.org/docs%5CPartBTrendData%5CB3B.xls; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 

December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 
Exhibit A4.6a. National number of students enrolled in grades 1–4 and number and percentage of 6- through 9-year-olds i

under IDEA, by disability category (1997–2005) 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 200

Number of children enrolled in public school in grades 1–4 

Number of children ages 6–9 identified for services under IDEA 

Number of children with: 

Specific learning disabilities Speech or language impairments 

Mental retardation Emotional disturbance Hearing impairments Visual impairments Orthopedic impairments Other health impairments Autism 

Traumatic brain injury Multiple disabilities Deaf-blindness Developmental delay 

14,547,910 

1,691,239 

538,700 

761,374 

139,452 

79,594

20,830 

7,676 

23,854 

57,951 

20,112 

2,688 

34,889 

337 

3,783 

14,696,417 

1,703,932

530,966 

764,065 

137,665 

 81,060 

21,013 

7,782 

24,107 

64,360 

26,166 

2,806 

31,648 

440 

11,854 

14,716,863 

 1,709,872 

515,071 768,772 

134,246 

80,514 

20,975 

8,006 

24,319 

70,923 

32,134 

2,901 

32,343 

468 

19,200 

14,657,309 

1,689,352

485,546

763,160

127,850

78,845 

20,413

7,632

24,123

77,981

37,913 

2,975

34,033

359 

28,522

14,576,345 

 1,669,628 

 450,347

 760,653

 118,403

74,664 

 20,143

 7,435

 23,566

 85,522

44,945

 4,170

 34,204

408 

 45,168

14,450,019 

1,668,350

 435,763  764,335 

 108,779 

70,006 

 20,026 

 7,265 

 23,132 

 92,693 

 50,455 

 4,222 

 33,213 

386 

 58,075 

14,386,420 

 1,687,535 

432,707

773,584

102,325

66,438

19,939

7,242

21,362

103,471

57,352

4,325

32,214

420 

66,156

14,414,95

1,710,23

 423,96

 785,95

 96,94

 65,15

 19,82

 7,34 20,38

 115,07

 65,34

 4,30

 31,29

40

 74,24

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6a. National number of students enrolled in grades 1–4 and number and percentage of 6- through 9-year-olds 

under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 2

Percentage of children ages 6–9 enrolled in school who are identified for services under IDEA

Percentage of children ages 6–9 identified for services who are served in each disability category Percentage of children with: 

Specific learning disabilities 

Speech or language impairments Mental retardation Emotional disturbance Hearing impairments 

Visual impairments 

Orthopedic impairments Other health impairments Autism Traumatic brain injury Multiple disabilities Deaf-blindness Developmental delay 

 11.6253 

3.7029 

5.2336 

0.9586 

0.5471 

0.1432 

0.0528 

0.1640 

0.3983 

0.1382 

0.0185 

0.2398 

0.0023 

0.0260 

11.5942 

3.6129 

5.1990 

0.9367 

0.5516 

0.1430 

0.0530 

0.1640 

0.4379 

0.1780 

0.0191 

0.2153 

0.0030 

0.0807 

11.6185 

3.4999 

5.2237 

0.9122 

0.5471 

0.1425 

0.0544 

0.1652 

0.4819 

0.2183 

0.0197 

0.2198 

0.0032 

0.1305 

11.5257

3.31275.2067

0.8723

0.5379

0.1393

0.0521

0.1646

0.5320

0.2587 

0.0203

0.23220.0024

0.1946

 11.4544

 3.0896

 5.2184

 0.8123

 0.5122

 0.1382

 0.0510

 0.1617

 0.5867

0.3083

 0.0286

 0.2347

 0.0028

 0.3099

 11.5457 

 3.0157 

 5.2895 

 0.7528 

 0.4845

 0.1386

 0.0503

 0.1601 

 0.6415 

 0.3492 

 0.0292 

 0.2298 

 0.0027 

 0.4019 

11.7301

3.0077

5.3772

0.7113

 0.4618 

 0.1386 

 0.0503 

0.1485

0.7192 0.3987

0.0301

0.2239 

0.0029

0.4599

 11.8 2.94 5.4

 0.6

0.4

0.1

0.0

 0.14

0.7

 0.4

 0.0

0.2

 0.0 0.5

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6a. National number of students enrolled in grades 1–4 and number and percentage of 6- through 9-year-olds 

under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 2

Percentage of children with: 

Specific learning disabilities 

Speech or language impairments Mental retardation Emotional disturbance Hearing impairments 

Visual impairments Orthopedic impairments Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities 

Deaf-blindness Developmental delay 

31.85 

45.02 

8.25 

4.71

1.23 

0.45 

1.41 

3.43 

1.19 

0.16 

2.06 

0.02 

0.22 

31.16 

44.84 

8.08 

 4.76 

1.23 

0.46 

1.41

3.78 

1.54 

0.16 

1.86 

0.03 

0.70 

30.12 44.96 

7.85 

4.71 

1.23 

0.47 

 1.42 

4.15 

1.88 

0.17 

1.89 

0.03 

1.12 

28.7445.17

7.57

4.67 

1.210.45

1.43 

4.62

2.24 

0.18

2.01

0.02

1.69

 26.97 45.56

 7.09

4.47 

 1.21 0.45

1.41 

 5.12

2.69

 0.25

 2.05

 0.02

 2.71

 26.12 45.81

 6.52 

4.20

 1.20  0.44 

1.39

 5.56 

 3.02 

 0.25 

 1.99 

 0.02

 3.48 

 25.64  45.84 

6.06

 3.94 

1.180.43

 1.27 

6.13

3.40

0.26

1.91

 0.02 

3.92

2445

 5

3

 1 0

1

 6

 3

 0

 1

0

 4

NOTE: State or local education agencies may elect to identify children ages 3 through 9 under the developmental delay category. In 1997, 6 states reported counts under this creported counts under this category. The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDEA at a single time point 

1 of each year. These annual counts include both children newly identified in the year represented by the count and children identified in earlier years who continue to receive sthe counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. To compute the percentages, the ages of children with disabilitieswere aligned with the grades of the children for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 14- through 17-year-olds, grade

olds, grades 1–12. The number of children in a given age group identified for services under a given IDEA disability category (DANS) was then divided by the total number of c

corresponding grade level (CCD). In a given age group, the relative percentage change from 1997 to 2005 for each disability category was calculated by subtracting the 1997 i2005 percentage and dividing the difference by the 1997 percentage (multiplying the result by 100). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-2005, retrieved February 15, 2008, from http://ww

of Education, National Center for Education Statistics, Common Core of Data, 1997–98 and 2005–06, retrieved on February 10, 2008, from www.nces.ed.gov/ccd/bat/. 

Appendix A4 
Exhibit A4.6b. National number of students enrolled in grades 5–8 and number and percentage of 10- through 13-y

for services under IDEA, by disability category (1997–2005) 

Year (enrollment as of October, IDEA data as of December) 

Child category 1997 1998 1999 2000 2001 2002 2003 Number of children enrolled in public school in grades 5–8 13,884,950 14,026,907 14,206,030 14,537,188 14,832,043 15,030,027 15,106,418 1

Number of children ages 10-13 identified for services under IDEA 1,914,456 1,979,050 2,040,417 2,098,728 2,129,140 2,133,318 2,116,871 

Number of children with: 

Specific learning disabilities 1,135,344 1,166,126 1,192,714 1,207,933 1,201,953 1,171,210 1,131,979 

Speech or language impairments 243,570 249,020 254,788 263,801 265,270 273,941 277,176 

Mental retardation 197,570 201,522 204,492 206,574 205,570 199,245 191,817 

Emotional disturbance 163,994 168,650 172,759 177,435 180,062 180,390 178,169 

Hearing impairments 23,103 23,740 23,979 24,120 24,311 24,586 24,553 

Visual impairments 8,173 8,052 8,239 8,254 8,272 8,598 8,530 

Orthopedic impairments 21,973 22,395 23,239 24,188 24,912 24,971 22,619 

Other health impairments 73,408 86,902 101,583 118,627 138,499 159,977 182,189 

Autism 12,109 15,233 18,898 23,641 31,296 40,439 49,368 

Traumatic brain injury 3,780 4,209 4,587 5,011 7,237 7,603 7,877 

Multiple disabilities 31,082 32,775 34,600 38,773 41,292 41,852 42,094 

Deaf-blindness 349 426 539 371 466 506 500 Developmental delay † † † † † † † 

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6b. National number of students enrolled in grades 5–8 and number and percentage of 10- through 13-year-ol

services under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 20

Percentage of children ages 10–13 enrolled in school who are identified for services under IDEAPercentage of children ages 10–13 identified 

for services who are served in each disability category Children with: 

Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance 

Hearing impairments Visual impairments Orthopedic impairments Other health impairments Autism 

Traumatic brain injury Multiple disabilities Deaf-blindness Developmental delay 

 13.7880 

8.1768 

1.7542 

1.4229 1.1811 

0.1664 

0.0589 

0.1583 

0.5287 

0.0872 

0.0272 

0.2239 

0.0025 

† 

14.1091 

8.3135 

1.7753 

1.4367

1.2023

0.1692

0.0574

0.1597

0.6195 

0.1086 

0.0300 

0.2337 

0.0030 

† 

14.3630

8.3958

1.7935

 1.4395 

 1.2161 

 0.1688  0.0580  0.1636 

0.7151 

0.1330 

0.0323 

0.2436 0.0038

† 

 14.4370 

 8.3093 

 1.8147 

1.4210 

1.2206 

0.1659 0.0568 0.1664 

0.8160

0.1626 

0.03450.2667

 0.0026 

† 

14.3550 

8.1038 1.7885 1.3860 

1.2140 

0.1639 0.0558 0.1680 

 0.9338 

0.2110

 0.0488  0.2784 

0.0031 

† 

14.1937

7.79251.8226

1.3256 

1.2002 0.1636 0.0572 0.1661 

1.0644 

 0.2691 

0.0506 0.2785 

0.0034 

† 

 14.0131 7.4934

 1.8348

1.2698

1.17940.16250.05650.14971.2060

0.3268 

0.05210.2786

0.0033

† 

 13.91 7.27 1.86

 1.20 1.14 0.16 0.05

 0.14

 1.34

0.38

 0.05 0.27

 0.00

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6b. National number of students enrolled in grades 5–8 and number and percentage of 10- through 13-y

for services under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 

Percentage of children with: 

Specific learning disabilities 

Speech or language impairments 

Mental retardation Emotional disturbance Hearing impairments Visual impairments 

Orthopedic impairments 

Other health impairments Autism 

Traumatic brain injury Multiple disabilities Deaf-blindness Developmental delay 

59.30 

12.72 

10.32 

8.57

1.21 

0.43 

1.15 

3.83 

0.63 

0.20 

1.62 

0.02 

† 

58.92

12.58 

10.18 

 8.52 

1.20 0.41 

1.13

4.39 

0.77 

0.21 

1.66 

0.02

† 

 58.45 

12.49

10.02 

8.47 

1.18 

0.40 

 1.14 

4.98

0.93 

0.22

1.70

 0.03 

† 

57.56 

 12.57 

9.84

8.45 

1.150.39

1.15 

 5.65 

1.13 

 0.24  1.85 

0.02 

† 

56.45 

12.46 

 9.66 

8.46 

 1.14  0.39 

1.17 

6.50 

1.47 

0.34 1.94 

0.02 

† 

54.90 12.84 

9.34 

8.46 

1.15 0.40 

1.17 

7.50 

1.90 

0.36 1.96 

0.02 

† 

53.47

13.09

9.06

8.42

1.160.40

1.07

8.61

2.33

0.371.99

0.02

† 

 

 

 

 

  

 

 

 

  

 

† Not applicable to this age group. 

NOTE: State or local education agencies may elect to identify children ages 3 through 9 under the developmental delay category. In 1997, 6 states reported counts und

2005, 48 states reported counts under this category. The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDE

between October 1 and December 1 of each year. These annual counts include both children newly identified in the year represented by the count and children identifi

continue to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. T

percentages, the ages of children with disabilities, including children in BIE schools, were aligned with the grades of the children for their age, as follows: 6- through 9-y

through13-year-olds, grades 5–8; 14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children in a given age group ident

given IDEA disability category (DANS) was then divided by the total number of children enrolled in the corresponding grade level (CCD). In a given age group, the relat

from 1997 to 2005 for each disability category was calculated by subtracting the 1997 identification percentages from the 2005 percentage and dividing the difference b

(multiplying the result by 100). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-2005, retrieved February 15, 2008, from 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 and 2005–06, retrieved on February 10, 2008, from www.nce

Appendix A4 
Exhibit A4.6c. National number of students enrolled in grades 9–12 and number and percentage of 14- through 17-

identified for services under IDEA, by disability category (1997–2005) 

Year (enrollment as of October, IDEA data as of December) 

Child category 1997 1998 1999 2000 2001 2002 2003 Number of children enrolled in public school in grades 9–12 12,840,160 12,981,206 13,165,830 13,339,942 13,576,984 13,907,507 14,189,201 1

Number of children ages 14-17 identified for services under IDEA 1,475,501 1,525,965 1,590,561 1,647,168 1,718,873 1,799,669 1,863,998 

Number of children with: 

Specific learning disabilities 918,204 948,330 986,411 1,016,498 1,053,080 1,091,454 1,113,260 

Speech or language impairments 48,522 50,036 52,374 53,654 53,617 58,445 61,480 Mental retardation 188,974 192,222 196,503 199,444 202,332 205,032 207,636 Emotional disturbance 184,702 185,996 189,374 191,697 196,821 203,650 210,613 Hearing impairments 20,266 20,304 20,701 20,773 21,210 21,810 22,091 

Visual impairments 7,761 7,768 7,683 7,656 7,635 7,605 7,646 

Orthopedic impairments 16,805 17,870 18,672 19,351 19,787 20,307 18,779 Other health impairments 52,081 61,494 72,788 86,299 104,543 124,653 148,297 

Autism 7,001 8,865 10,619 12,947 16,221 20,706 25,691 

Traumatic brain injury 4,073 4,429 4,821 5,173 7,253 7,489 8,104 

Multiple disabilities 26,711 28,166 30,202 33,333 35,930 38,082 39,929 Deaf-blindness 401 485 413 343 444 436 472 Developmental delay † † † † † † † 

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6c. National number of students enrolled in grades 9–12 and number and percentage of 14- through 17-year-o

services under IDEA, by disability classification (1997–2005)—Continued 

Year (enrollment as of October, IDEA data as of December) 

Child category 1997 1998 1999 2000 2001 2002 2003 20

Percentage of children ages 14–17 enrolled in school who are identified for services under IDEA 11.4913 11.7552 12.0810 12.3476 12.6602 12.9403 13.1367 13.26

Percentage of children ages 14–17 identified for services who are served in each disability 

category Children with: 

Specific learning disabilities 7.1510 7.3054 7.4922 7.6200 7.7564 7.8479 7.8458 7.78Speech or language impairments 0.3779 0.3854 0.3978 0.4022 0.3949 0.4202 0.4333 0.44

Mental retardation 1.4717 1.4808 1.4925 1.4951 1.4903 1.4743 1.4633 1.43

Emotional disturbance 1.4385 1.4328 1.4384 1.4370 1.4497 1.4643 1.4843 1.49

Hearing impairments 0.1578 0.1564 0.1572 0.1557 0.1562 0.1568 0.1557 0.15

Visual impairments 0.0604 0.0598 0.0584 0.0574 0.0562 0.0547 0.0539 0.05

Orthopedic impairments 0.1309 0.1377 0.1418 0.1451 0.1457 0.1460 0.1323 0.12

Other health impairments 0.4056 0.4737 0.5529 0.6469 0.7700 0.8963 1.0451 1.19

Autism 0.0545 0.0683 0.0807 0.0971 0.1195 0.1489 0.1811 0.22

Traumatic brain injury 0.0317 0.0341 0.0366 0.0388 0.0534 0.0538 0.0571 0.06

Multiple disabilities 0.2080 0.2170 0.2294 0.2499 0.2646 0.2738 0.2814 0.28

Deaf-blindness 0.0031 0.0037 0.0031 0.0026 0.0033 0.0031 0.0033 0.00Developmental delay † † † † † † † 

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6c. National number of students enrolled in grades 9–12 and number and percentage of 14- through 17-

identified for services under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 

Percentage of children with: 

Specific learning disabilities Speech or language impairments 

Mental retardation Emotional disturbance 

Hearing impairments 

Visual impairments 

Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities 

Deaf-blindness 

Developmental delay 

62.23 

3.29 

12.8112.52

1.37

0.53

1.14 

3.53 

0.47

0.28 

1.81

0.03 

† 

62.15

3.28 

 12.60

 12.19

 1.33

 0.51

1.17

4.03 

 0.58

0.29 

 1.85

0.03

† 

 62.02

3.29

 12.35 

 11.91

 1.30 

 0.48 

 1.17

4.58

 0.67

0.30

 1.90

 0.03

† 

 61.71 

 3.26 

12.11

 11.64 

1.26

0.46

 1.17 

 5.24 

 0.79  0.31 

 2.02 

 0.02 

† 

61.27

3.12

 11.77 

11.45 

 1.23 

 0.44 

1.15 

6.080.94

0.42

2.09

0.03

† 

 60.65

 3.25

11.39 

11.32

1.21 

0.42 

1.13

 6.93  1.15

 0.42 

 2.12 

 0.02

† 

 59.72

 3.30

11.14

 11.30

1.19

0.41

 1.01

7.96

 1.38

0.43

2.14

 0.03

† 

 

 

 

 

 

 

 

 

 

 

  

† Not applicable to this age group. 

NOTE: State or local education agencies may elect to identify children ages 3 through 9 under the developmental delay category. In 1997, 6 states reported counts und

2005, 48 states reported counts under this category. The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDE

between October 1 and December 1 of each year. These annual counts include both children newly identified in the year represented by the count and children identifi

continue to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. percentages, the ages of children with disabilities, including children in BIE schools, were aligned with the grades of the children for their age, as follows: 6- through 9-y

through 13-year-olds, grades 5–8; 14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children in a given age group iden

given IDEA disability category (DANS) was then divided by the total number of children enrolled in the corresponding grade level (CCD). In a given age group, the relat

from 1997 to 2005 for each disability category was calculated by subtracting the 1997 identification percentages from the 2005 percentage and dividing the difference b

(multiplying the result by 100). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-2005, retrieved February 15, 2008, from 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 and 2005–06, retrieved on February 10, 2008, from www.nce

Appendix A4 
Exhibit A4.6d. National number of students enrolled in grades 1–12 and number and percentage of 6- through 17-y

for services under IDEA, by disability category (1997–2005) 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 

Number of children enrolled in public school in grades 1–12 

Number of children ages 6-17 identified for services under IDEA 

Number of children with: 

Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance Hearing impairments 

Visual impairments Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury 

Multiple disabilities Deaf-blindness 

Developmental delay 

41,273,020

5,081,1962,592,248

1,053,466 

525,996 428,290

64,199

23,610

62,632 

183,440 

39,222

10,541 

92,682

1,087 

3,783

 41,704,530

 5,208,947

 2,645,422

1,063,121

531,409

 435,706

 65,057

 23,602

64,372

212,756 

 50,264

11,444 

 92,589

1,351

 11,854

 42,088,723

 5,340,850

 2,694,196

 1,075,934 

 535,241 442,647 65,655 

 23,928 

 66,230

245,294

 61,651

12,309

 97,145

 1,420

 19,200 

 42,534,439

 5,435,248

 2,709,977

1,080,615

 533,868 447,977

65,30623,542

 67,662

 282,907

 74,501 

 13,159 106,139

 1,073

28,522

 42,985,372 

 5,517,641

 2,705,380 

 1,079,540 

 526,305  451,547 

 65,664  23,342 

 68,265 

 328,564 

92,462

 18,660  111,426 

 1,318 

 45,168 

43,387,553

 5,601,337 

2,698,427

1,096,721

513,056454,046

66,422 23,468 

68,410

377,323 

 111,600 

19,314 

113,147 

1,328

58,075 

 43,682,039

5,668,404

 2,677,946

 1,112,240 

 501,778 455,220

66,58323,418

 62,760

433,957

132,411

20,306

114,237

 1,392

66,156

 4

 

 

    

  

 

  

 

 

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6d. National number of students enrolled in grades 1–12 and number and percentage of 6- through 17-year-ol

services under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 20

Percentage of children ages 6–17 enrolled in school who are identified for services under IDEA

Percentage of children ages 6–17 identified for services who are served in each disability category Children with: 

Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance Hearing impairments Visual impairments Orthopedic impairments 

Other health impairments 

Autism 

Traumatic brain injury Multiple disabilities Deaf-blindness 

Developmental delay 

 12.3112 

6.2807 

2.5524 

1.2744 

1.0377 

0.1555 

0.0572 

0.1518 

0.4445 

0.0950 

0.0255 

0.2246 

0.0026 

0.0092 

12.4902 

6.3432 

2.5492 

1.2742

1.0447

0.1560

0.0566

0.1544

0.5102 

0.1205 

0.0274 

0.2220 

0.0032 

0.0284 

12.6895

6.4012

2.5563

 1.2717 

 1.0517 

 0.1560  0.0569 

 0.1574 

0.5828 

0.1465 

0.0292 

0.2308 

0.0034

0.0456 

 12.7785 

 6.3713 

 2.5406 

1.2551 

1.0532 

0.1535 0.0553 

0.1591 

0.6651

0.1752 

0.03090.2495

 0.0025 

0.0671

12.8361 

6.2937 2.5114 1.2244 

1.0505 

0.1528 0.0543 

0.1588 

 0.7644 

0.2151

 0.0434  0.2592 

0.0031 

 0.1051 

12.9100

6.21942.5277

1.1825 

1.0465 

0.1531 0.0541 

0.1577 

0.8697 

 0.2572 

0.0445 0.2608 

0.0031 

0.1339 

 12.9765 6.1305

 2.5462

1.14871.04210.15240.0536

0.1437

0.9934

0.3031

0.04650.2615

0.0032

0.1514

 13.02

 6.02 2.57

 1.10

 1.03 0.15 0.05

 0.13 1.11

 0.35

 0.04 0.26

 0.00

 0.16

See notes at end of exhibit. 

Appendix A4 
Exhibit A4.6d. National number of students enrolled in grades 1–12 and number and percentage of 6- through 17-y

for services under IDEA, by disability category (1997–2005)—Continued 

Child category 1997 

Year (enrollment as of October, IDEA data as of December) 

1998 1999 2000 2001 2002 2003 

Percentage of children with: 

Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance Hearing impairments Visual impairments Orthopedic impairments 

Other health impairments Autism Traumatic brain injury Multiple disabilities 

Deaf-blindness Developmental delay 

51.02 

20.73 

10.35

8.43

1.26

0.46

1.23 

3.61 

0.77

0.21 

1.82

0.02 

0.07

50.79

20.41 

 10.20

 8.36

 1.25

 0.45

1.24

4.08 

 0.96

0.22 

 1.78

0.03

 0.23

 50.45

20.15

 10.02 

 8.29

 1.23 

 0.45 

 1.24

4.59

 1.15

0.23

 1.82

 0.03

 0.36 

 49.86 19.88

9.82

 8.24

1.200.43

 1.24

 5.21

 1.37 

 0.24

 1.95

 0.02

0.52

 49.03 19.57

 9.54

 8.18 

 1.19 0.42

 1.24 

 5.95

1.68

 0.34

 2.02

 0.02

 0.82

 48.17 

 19.58  9.16 

8.11 

 1.19  0.42 

1.22 

 6.74 

 1.99 

 0.34 

 2.02 

 0.02 

 1.04 

47.24

19.62

8.85

8.03

1.170.41

1.11

7.66

2.34

0.36

2.02

0.02

1.17

 

 

 

 

  

 

 

 

 

 

 

 

NOTE: State or local education agencies may elect to identify children ages 3 through 9 under the developmental delay category. In 1997, 6 states reported counts und

2005, 48 states reported counts under this category. The numbers of children identified in the exhibit are aggregated counts of children identified for services under IDE

between October 1 and December 1 of each year. These annual counts include both children newly identified in the year represented by the count and children identifi

continue to receive services under IDEA. Data represent the counts for the 50 states and the District of Columbia, including Bureau of Indian Education (BIE) schools. T

percentages, the ages of children with disabilities, including children in BIE schools, were aligned with the grades of the children for their age, as follows: 6- through 9-ythrough 13-year-olds, grades 5–8; 14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children in a given age group idengiven IDEA disability category (DANS) was then divided by the total number of children enrolled in the corresponding grade level (CCD). In a given age group, the relat

from 1997 to 2005 for each disability category was calculated by subtracting the 1997 identification percentages from the 2005 percentage and dividing the difference b(multiplying the result by 100). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997-2005, retrieved February 15, 2008, from U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 and 2005–06, retrieved on February 10, 2008, from www.nce

Appendix A4 
 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services under 

IDEA, national average for 50 states and DC, and in 50 states and the 

District of Columbia (1997, 1998–2004 average, and 2005) 

Year State 

Percentage of 

children age 6 

through 17 

Number of 

children 

identified 

Number of 

children 

1997 

98–041 

Average for 50 states and DC

Average for 50 states and DC

 12.29 

 12.80 

5,073,276 

38,443,983 

41,273,020 

300,306,698 

2005 Average for 50 states and DC 12.92 5,700,635 44,131,673 

1998 Average for 50 states and DC 12.49 5,208,947 41,704,530 

1999 Average for 50 states and DC 12.66 5,328,807 42,088,723 

2000 Average for 50 states and DC 12.76 5,427,478 42,534,439 

2001 Average for 50 states and DC 12.82 5,509,669 42,985,372 

2002 Average for 50 states and DC 12.89 5,593,646 43,387,553 

2003 Average for 50 states and DC 12.96 5,660,755 43,682,039 

2004 Average for 50 states and DC 13.01 5,714,681 43,924,042 

1997 Alabama 12.58 85,639 680,995 

98–041

 Alabama 12.44 586,823 4,718,279 

2005 Alabama 11.67 79,172 678,578 

1998 Alabama 12.76 86,721 679,584 

1999 Alabama 12.93 87,156 674,064 

2000 Alabama 12.92 87,115 674,044 

2001 Alabama 12.47 83,857 672,426 

2002 Alabama 12.15 81,932 674,152 

2003 Alabama 11.90 80,048 672,827 

2004 Alabama 11.92 79,994 671,182 

1997 Alaska 12.76 15,273 119,691 

98–041 Alaska 12.56 107,859 858,875 

2005 Alaska 12.49 15,164 121,440 

1998 Alaska 12.34 15,237 123,518 

1999 Alaska 12.31 15,202 123,464 

2000 Alaska 12.55 15,368 122,469 

2001 Alaska 12.75 15,636 122,605 

2002 Alaska 12.75 15,673 122,904 

2003 Alaska 12.52 15,341 122,575 

2004 Alaska 12.69 15,402 121,340 

See notes at end of exhibit. 

Appendix A4	 Page A4-19 
 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Arizona 9.73 72,013 740,214 

98–041

 Arizona 10.37 613,264 5,911,867 

2005 Arizona 10.51 105,200 1,000,752 

1998 Arizona 9.89 76,005 768,537 

1999 Arizona 10.28 80,197 780,436 

2000 Arizona 10.35 83,305 804,559 

2001 Arizona 10.39 86,788 835,586 

2002 Arizona 10.52 89,829 853,801 

2003 Arizona 10.41 95,877 920,714 

2004 Arizona 10.68 101,263 948,234 

1997 Arkansas 11.13 46,335 416,360 

98–041

 Arkansas 12.37 358,402 2,898,066 

2005 Arkansas 12.75 54,185 425,018 

1998 Arkansas 11.51 47,768 415,024 

1999 Arkansas 11.89 49,220 413,975 

2000 Arkansas 12.15 50,117 412,602 

2001 Arkansas 12.54 51,684 412,135 

2002 Arkansas 12.79 52,724 412,287 

2003 Arkansas 12.84 53,242 414,546 

2004 Arkansas 12.85 53,647 417,497 

1997 California 10.13 523,862 5,169,962 

98–041

 California 10.20 3,993,810 39,152,169 

2005 California 10.05 583,293 5,801,532 

1998 California 10.24 542,168 5,293,555 

1999 California 10.29 556,887 5,410,775 

2000 California 10.21 562,945 5,512,592 

2001 California 10.22 573,818 5,613,839 

2002 California 10.20 583,986 5,724,081 

2003 California 10.17 588,168 5,784,387 

2004 California 10.08 585,838 5,812,940 

See notes at end of exhibit. 

Appendix A4	 Page A4-20 
 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Colorado 10.02 62,327 621,883 

98–041

 Colorado 10.12 470,696 4,652,511 

2005 Colorado 9.87 68,817 697,217 

1998 Colorado 10.09 63,958 633,961 

1999 Colorado 10.19 65,567 643,613 

2000 Colorado 10.23 67,306 658,092 

2001 Colorado 10.13 67,811 669,684 

2002 Colorado 10.09 68,402 677,622 

2003 Colorado 10.09 68,814 681,787 

2004 Colorado 10.01 68,838 687,752 

2005 Colorado 10.09 63,958 633,961 

1997 Connecticut 13.72 66,056 481,405 

98–041

 Connecticut 12.34 442,304 3,585,095 

2005 Connecticut 11.57 60,301 521,079 

1998 Connecticut 13.37 65,774 492,142 

1999 Connecticut 12.75 63,934 501,282 

2000 Connecticut 12.41 63,317 510,125 

2001 Connecticut 12.18 63,053 517,771 

2002 Connecticut 12.14 62,817 517,649 

2003 Connecticut 11.87 62,103 523,070 

2004 Connecticut 11.72 61,306 523,056 

2005 Connecticut 13.37 65,774 492,142 

1997 Delaware 13.39 13,837 103,349 

98–041

 Delaware 13.88 104,058 749,777 

2005 Delaware 14.32 15,996 111,746 

1998 Delaware 13.33 13,944 104,635 

1999 Delaware 13.52 14,106 104,341 

2000 Delaware 13.61 14,469 106,279 

2001 Delaware 13.72 14,730 107,342 

2002 Delaware 14.13 15,248 107,916 

2003 Delaware 14.30 15,599 109,122 

2004 Delaware 14.49 15,962 110,142 

2005 Delaware 13.33 13,944 104,635 

See notes at end of exhibit. 

Appendix A4	 Page A4-21 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 District of Columbia 10.97 6,731 61,366 

98–041 District of Columbia 16.85 69,529 412,690 

2005 District of Columbia 17.43 10,442 59,911 

1998 District of Columbia 12.56 7,150 56,929 

1999 District of Columbia 12.94 7,995 61,780 

2000 District of Columbia 17.12 9,436 55,111 

2001 District of Columbia 20.02 10,975 54,821 

2002 District of Columbia 17.82 10,758 60,385 

2003 District of Columbia 18.06 11,291 62,534 

2004 District of Columbia 19.51 11,924 61,130 

1997 Florida 14.21 293,488 2,065,159 

98–041

 Florida 14.55 2,295,617 15,776,458 

2005 Florida 14.24 345,275 2,424,459 

1998 Florida 14.36 302,970 2,109,194 

1999 Florida 14.50 312,174 2,152,660 

2000 Florida 14.58 321,286 2,203,889 

2001 Florida 14.59 330,500 2,265,046 

2002 Florida 14.69 338,566 2,305,437 

2003 Florida 14.66 344,034 2,346,054 

2004 Florida 14.46 346,087 2,394,178 

1997

98–041

 Georgia 

 Georgia 

10.43

11.62 

 128,897 

1,077,576

1,235,542 

 9,274,624 

2005 Georgia 11.90 170,308 1,431,431 

1998 Georgia 10.80 135,848 1,258,225 

1999 Georgia 11.19 143,357 1,281,044 

2000 Georgia 11.49 149,542 1,301,729 

2001 Georgia 11.68 155,005 1,326,704 

2002 Georgia 11.88 160,022 1,346,495 

2003 Georgia 12.06 164,850 1,367,276 

2004 Georgia 12.13 168,952 1,393,151 

See notes at end of exhibit. 

Appendix A4	 Page A4-22 
 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Hawaii 9.42 16,368 173,701 

98–041

 Hawaii 11.90 141,228 1,187,320 

2005 Hawaii 11.34 18,929 166,989 

1998 Hawaii 10.58 18,222 172,276 

1999 Hawaii 11.93 20,312 170,319 

2000 Hawaii 12.58 21,311 169,370 

2001 Hawaii 12.31 20,842 169,349 

2002 Hawaii 12.18 20,615 169,324 

2003 Hawaii 11.99 20,220 168,579 

2004 Hawaii 11.72 19,706 168,103 

1997 Idaho 9.79 21,997 224,795 

98–041

 Idaho 10.60 169,154 1,596,164 

2005 Idaho 10.01 23,936 239,211 

1998 Idaho 10.27 23,125 225,281 

1999 Idaho 10.84 24,501 225,938 

2000 Idaho 10.90 24,606 225,835 

2001 Idaho 10.80 24,437 226,234 

2002 Idaho 10.68 24,364 228,122 

2003 Idaho 10.48 24,204 230,858 

2004 Idaho 10.23 23,917 233,896 

1997 Illinois 13.20 235,523 1,783,744 

98–041

 Illinois 14.06 1,819,818 12,947,810 

2005 Illinois 14.43 272,995 1,891,388 

1998 Illinois 13.52 242,968 1,797,395 

1999 Illinois 13.69 248,487 1,815,422 

2000 Illinois 13.98 256,742 1,836,275 

2001 Illinois 14.17 263,662 1,860,827 

2002 Illinois 14.19 265,702 1,872,358 

2003 Illinois 14.32 269,673 1,883,049 

2004 Illinois 14.48 272,584 1,882,484 

See notes at end of exhibit. 

Appendix A4	 Page A4-23 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Indiana 13.64 123,227 903,759 

98–041

 Indiana 15.02 966,554 6,434,701 

2005 Indiana 15.80 149,947 949,054 

1998 Indiana 13.94 126,364 906,557 

1999 Indiana 14.38 130,656 908,498 

2000 Indiana 14.82 134,622 908,247 

2001 Indiana 15.11 138,307 915,438 

2002 Indiana 15.46 142,854 924,149 

2003 Indiana 15.64 145,650 931,573 

2004 Indiana 15.75 148,101 940,239 

1997 Iowa 13.56 60,443 445,663 

98–041

 Iowa 14.42 444,097 3,079,446 

2005 Iowa 14.30 62,801 439,221 

1998 Iowa 13.85 61,806 446,113 

1999 Iowa 14.08 62,720 445,476 

2000 Iowa 14.27 63,186 442,950 

2001 Iowa 14.56 64,100 440,182 

2002 Iowa 14.81 64,270 433,833 

2003 Iowa 14.72 64,085 435,394 

2004 Iowa 14.68 63,930 435,498 

1997 Kansas 11.13 47,581 427,608 

98–041

 Kansas 12.13 359,675 2,965,541 

2005 Kansas 12.89 53,521 415,344 

1998 Kansas 11.43 48,986 428,718 

1999 Kansas 11.72 50,079 427,298 

2000 Kansas 11.94 50,802 425,615 

2001 Kansas 12.02 50,982 424,006 

2002 Kansas 12.39 52,385 422,734 

2003 Kansas 12.66 53,119 419,497 

2004 Kansas 12.77 53,322 417,673 

See notes at end of exhibit. 

Appendix A4	 Page A4-24 
 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Kentucky 

 Kentucky 

11.51 

13.17

67,806 

 535,186 

589,112 

4,065,225 

2005 Kentucky 14.31 83,927 586,381 

1998 Kentucky 11.93 69,436 581,901 

1999 Kentucky 12.52 72,352 577,984 

2000 Kentucky 12.63 74,888 593,147 

2001 Kentucky 13.41 77,152 575,233 

2002 Kentucky 13.59 78,387 576,765 

2003 Kentucky 13.89 80,254 577,827 

2004 Kentucky 14.20 82,717 582,368 

1997 Louisiana 11.68 79,703 682,253 

98–041

 Louisiana 12.66 584,234 4,615,275 

2005 Louisiana 12.97 74,977 578,261 

1998 Louisiana 11.91 80,548 676,100 

1999 Louisiana 12.18 81,881 672,232 

2000 Louisiana 12.46 82,856 664,779 

2001 Louisiana 12.72 83,932 659,744 

2002 Louisiana 13.01 84,701 651,099 

2003 Louisiana 13.14 85,156 647,893 

2004 Louisiana 13.24 85,160 643,428 

1997 Maine 14.72 28,537 193,815 

98–041

 Maine 16.20 213,551 1,318,361 

2005 Maine 17.08 30,712 179,838 

1998 Maine 15.08 29,033 192,484 

1999 Maine 15.44 29,558 191,489 

2000 Maine 15.85 30,142 190,153 

2001 Maine 16.38 30,793 187,986 

2002 Maine 16.69 31,143 186,615 

2003 Maine 16.96 31,584 186,248 

2004 Maine 17.07 31,298 183,386 

See notes at end of exhibit. 

Appendix A4	 Page A4-25 
 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Maryland 

 Maryland 

12.95 

12.57 

95,399 

682,279 

736,889 

5,427,724 

2005 Maryland 12.09 94,156 778,943 

1998 Maryland 12.93 97,820 756,680 

1999 Maryland 12.81 97,873 764,289 

2000 Maryland 12.70 97,891 770,940 

2001 Maryland 12.56 97,603 777,201 

2002 Maryland 12.42 97,388 784,109 

2003 Maryland 12.41 97,701 787,162 

2004 Maryland 12.19 96,003 787,343 

1997 Massachusetts 16.45 140,249 852,841 

98–041

 Massachusetts 15.64 966,466 6,178,415 

2005 Massachusetts 15.98 140,465 879,050 

1998 Massachusetts 16.71 144,993 867,486 

1999 Massachusetts 16.17 141,912 877,768 

2000 Massachusetts 15.76 139,444 884,565 

2001 Massachusetts 14.65 129,711 885,576 

2002 Massachusetts 15.11 134,567 890,862 

2003 Massachusetts 15.37 136,537 888,222 

2004 Massachusetts 15.76 139,302 883,936 

1997

98–041

 Michigan 

 Michigan 

11.74 

12.62 

171,143 

1,355,463 

1,457,304 

10,742,019 

2005 Michigan 13.39 207,217 1,547,451 

1998 Michigan 12.15 178,896 1,472,912 

1999 Michigan 12.44 183,949 1,478,850 

2000 Michigan 12.39 190,870 1,540,035 

2001 Michigan 12.52 194,485 1,552,932 

2002 Michigan 12.51 197,990 1,582,807 

2003 Michigan 13.02 203,106 1,560,463 

2004 Michigan 13.27 206,167 1,554,020 

See notes at end of exhibit. 

Appendix A4	 Page A4-26 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Minnesota 11.33 88,656 782,550 

98–041

 Minnesota 12.06 658,484 5,460,044 

2005 Minnesota 12.59 96,609 767,680 

1998 Minnesota 11.50 90,460 786,316 

1999 Minnesota 11.72 92,104 785,848 

2000 Minnesota 11.91 93,592 786,077 

2001 Minnesota 12.07 94,410 782,385 

2002 Minnesota 12.26 95,413 778,097 

2003 Minnesota 12.46 96,306 772,648 

2004 Minnesota 12.52 96,199 768,673 

1997

98–041

 Mississippi 

 Mississippi 

12.23 

12.20 

54,798 

377,947 

447,988 

3,097,493 

2005 Mississippi 12.90 56,782 440,341 

1998 Mississippi 11.84 52,771 445,902 

1999 Mississippi 11.83 52,759 445,867 

2000 Mississippi 11.86 52,640 443,941 

2001 Mississippi 11.90 52,606 442,132 

2002 Mississippi 12.23 53,783 439,882 

2003 Mississippi 12.73 55,949 439,395 

2004 Mississippi 13.04 57,439 440,374 

1997 Missouri 14.00 113,736 812,707 

98–041

 Missouri 14.60 841,958 5,768,386 

2005 Missouri 14.56 121,092 831,636 

1998 Missouri 14.13 115,846 819,644 

1999 Missouri 14.36 118,040 821,965 

2000 Missouri 14.54 119,442 821,734 

2001 Missouri 14.92 122,521 821,090 

2002 Missouri 14.88 123,404 829,081 

2003 Missouri 14.73 121,848 827,353 

2004 Missouri 14.61 120,857 827,519 

See notes at end of exhibit. 

Appendix A4	 Page A4-27 
 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Montana 10.80 16,196 149,956 

98–041 Montana 11.77 116,683 991,331 

2005 Montana 12.31 16,496 134,039 

1998 Montana 10.98 16,271 148,257 

1999 Montana 11.34 16,601 146,371 

2000 Montana 11.68 16,806 143,919 

2001 Montana 11.85 16,731 141,144 

2002 Montana 12.01 16,715 139,124 

2003 Montana 12.25 16,811 137,195 

2004 Montana 12.38 16,748 135,321 

1997 Nebraska 13.51 36,030 266,731 

98–041

 Nebraska 14.42 263,358 1,826,192 

2005 Nebraska 14.92 38,526 258,295 

1998 Nebraska 14.05 37,289 265,400 

1999 Nebraska 14.04 36,943 263,054 

2000 Nebraska 14.18 37,014 261,089 

2001 Nebraska 14.45 37,532 259,833 

2002 Nebraska 14.48 37,572 259,471 

2003 Nebraska 14.71 38,073 258,903 

2004 Nebraska 15.07 38,935 258,442 

1997 Nevada 10.15 27,425 270,261 

98–041

 Nevada 10.68 243,653 2,280,446 

2005 Nevada 10.75 40,704 378,596 

1998 Nevada 10.12 28,772 284,237 

1999 Nevada 10.38 30,905 297,694 

2000 Nevada 10.66 33,206 311,652 

2001 Nevada 10.67 34,957 327,636 

2002 Nevada 10.86 36,827 339,018 

2003 Nevada 10.97 38,778 353,437 

2004 Nevada 10.96 40,208 366,772 

See notes at end of exhibit. 

Appendix A4	 Page A4-28 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 New Hampshire 

 New Hampshire 

12.26 

13.42 

23,351 

183,141 

190,507 

1,364,290 

2005 New Hampshire 14.26 27,411 192,270 

1998 New Hampshire 12.34 23,878 193,581 

1999 New Hampshire 12.76 24,932 195,395 

2000 New Hampshire 13.34 26,222 196,553 

2001 New Hampshire 13.54 26,399 195,027 

2002 New Hampshire 13.81 26,986 195,370 

2003 New Hampshire 14.01 27,261 194,656 

2004 New Hampshire 14.18 27,463 193,708 

1997

98–041 

 New Jersey 

New Jersey 

17.04 

17.54

180,004 

 1,406,159

1,056,371 

 8,019,047 

2005 New Jersey 18.01 218,719 1,214,239 

1998 New Jersey 17.26 184,217 1,067,586 

1999 New Jersey 17.30 188,920 1,091,839 

2000 New Jersey 17.49 194,880 1,114,581 

2001 New Jersey 17.48 202,000 1,155,821 

2002 New Jersey 17.58 207,689 1,181,285 

2003 New Jersey 17.77 212,265 1,194,379 

2004 New Jersey 17.81 216,188 1,213,556 

1997 New Mexico 14.30 43,347 303,196 

98–041

 New Mexico 14.93 309,893 2,076,365 

2005 New Mexico 13.98 41,308 295,548 

1998 New Mexico 14.80 44,713 302,062 

1999 New Mexico 15.02 44,888 298,811 

2000 New Mexico 15.23 44,962 295,151 

2001 New Mexico 15.19 44,769 294,664 

2002 New Mexico 15.07 44,305 294,067 

2003 New Mexico 14.76 43,600 295,454 

2004 New Mexico 14.40 42,656 296,156 

See notes at end of exhibit. 

Appendix A4	 Page A4-29 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 New York 14.14 348,925 2,467,906 

98–041

 New York 14.55 2,547,202 17,506,834 

2005 New York 14.75 365,399 2,478,126 

1998 New York 14.43 357,815 2,479,614 

1999 New York 14.43 360,438 2,498,297 

2000 New York 14.66 366,571 2,500,499 

2001 New York 14.56 365,131 2,507,312 

2002 New York 14.48 364,167 2,515,084 

2003 New York 14.56 364,287 2,502,148 

2004 New York 14.73 368,793 2,503,880 

1997 North Carolina 12.24 137,700 1,124,735 

98–041

 North Carolina 13.08 1,101,352 8,419,638 

2005 North Carolina 12.75 164,479 1,289,760 

1998 North Carolina 12.52 143,261 1,144,526 

1999 North Carolina 12.90 150,403 1,165,572 

2000 North Carolina 12.71 150,403 1,183,821 

2001 North Carolina 13.44 161,850 1,204,198 

2002 North Carolina 13.47 164,441 1,220,801 

2003 North Carolina 13.39 165,910 1,239,187 

2004 North Carolina 13.09 165,084 1,261,533 

1997 North Dakota 10.11 11,072 109,486 

98–041

 North Dakota 11.85 82,277 694,235 

2005 North Dakota 12.90 11,698 90,652 

1998 North Dakota 10.64 11,312 106,336 

1999 North Dakota 11.13 11,636 104,544 

2000 North Dakota 11.54 11,694 101,354 

2001 North Dakota 11.84 11,627 98,191 

2002 North Dakota 12.27 11,828 96,439 

2003 North Dakota 12.47 11,795 94,590 

2004 North Dakota 13.35 12,385 92,781 

See notes at end of exhibit. 

Appendix A4	 Page A4-30 
 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Ohio 11.65 195,921 1,681,100 

98–041

 Ohio 12.53 1,471,824 11,743,358 

2005 Ohio 13.60 227,590 1,674,038 

1998 Ohio 11.82 197,994 1,675,734 

1999 Ohio 12.15 203,326 1,673,311 

2000 Ohio 12.30 206,036 1,675,014 

2001 Ohio 12.32 206,344 1,675,553 

2002 Ohio 12.79 214,736 1,678,807 

2003 Ohio 13.01 219,298 1,685,241 

2004 Ohio 13.34 224,090 1,679,698 

1997 Oklahoma 12.08 68,106 563,664 

98–041

 Oklahoma 13.87 536,683 3,869,206 

2005 Oklahoma 15.21 83,453 548,852 

1998 Oklahoma 12.50 70,491 563,841 

1999 Oklahoma 13.03 72,865 559,398 

2000 Oklahoma 13.55 74,955 553,268 

2001 Oklahoma 13.86 76,821 554,107 

2002 Oklahoma 14.47 79,197 547,381 

2003 Oklahoma 14.75 80,419 545,292 

2004 Oklahoma 15.01 81,935 545,919 

1997

98–041

 Oregon 

 Oregon 

11.78 

12.77 

58,798 

454,039 

499,090 

3,556,053 

2005 Oregon 12.89 65,778 510,269 

1998 Oregon 12.14 60,950 501,954 

1999 Oregon 12.73 64,191 504,242 

2000 Oregon 12.95 65,385 505,082 

2001 Oregon 12.89 65,866 511,079 

2002 Oregon 12.96 66,459 512,972 

2003 Oregon 12.84 65,391 509,235 

2004 Oregon 12.86 65,797 511,489 

See notes at end of exhibit. 

Appendix A4	 Page A4-31 
 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Pennsylvania 

 Pennsylvania 

11.57 

12.95 

191,320 

1,523,806

1,653,380 

 11,770,229 

2005 Pennsylvania 14.68 248,075 1,690,385 

1998 Pennsylvania 11.80 195,539 1,657,683 

1999 Pennsylvania 12.03 200,077 1,663,052 

2000 Pennsylvania 12.41 208,550 1,680,063 

2001 Pennsylvania 12.72 215,441 1,693,887 

2002 Pennsylvania 13.38 226,229 1,691,071 

2003 Pennsylvania 13.89 235,229 1,693,953 

2004 Pennsylvania 14.36 242,741 1,690,520 

1997 Rhode Island 17.13 23,627 137,924 

98–041

 Rhode Island 18.67 188,369 1,008,920 

2005 Rhode Island 18.59 26,424 142,154 

1998 Rhode Island 17.30 24,131 139,477 

1999 Rhode Island 18.36 25,856 140,864 

2000 Rhode Island 18.79 26,743 142,321 

2001 Rhode Island 19.09 27,821 145,710 

2002 Rhode Island 19.37 28,539 147,307 

2003 Rhode Island 19.03 28,018 147,200 

2004 Rhode Island 18.67 27,261 146,041 

1997 South Carolina 13.41 80,978 603,826 

98–041

 South Carolina 14.86 641,988 4,320,640 

2005 South Carolina 14.93 93,598 627,135 

1998 South Carolina 13.92 84,651 608,252 

1999 South Carolina 14.61 88,290 604,176 

2000 South Carolina 14.80 90,686 612,794 

2001 South Carolina 15.39 94,179 611,857 

2002 South Carolina 15.07 94,209 625,007 

2003 South Carolina 15.09 94,800 628,106 

2004 South Carolina 15.10 95,173 630,448 

See notes at end of exhibit. 

Appendix A4	 Page A4-32 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 South Dakota 9.63 12,544 130,313 

98–041

 South Dakota 11.80 96,868 821,259 

2005 South Dakota 12.68 14,121 111,325 

1998 South Dakota 10.53 12,855 122,132 

1999 South Dakota 10.98 13,233 120,567 

2000 South Dakota 11.62 13,773 118,489 

2001 South Dakota 11.90 13,903 116,827 

2002 South Dakota 12.21 14,247 116,672 

2003 South Dakota 12.63 14,422 114,204 

2004 South Dakota 12.85 14,435 112,368 

1997 Tennessee 14.23 112,648 791,439 

98–041

 Tennessee 13.17 759,189 5,766,462 

2005 Tennessee 12.02 102,556 852,932 

1998 Tennessee 13.76 110,944 806,123 

1999 Tennessee 13.46 110,113 817,957 

2000 Tennessee 13.43 108,917 811,052 

2001 Tennessee 13.22 109,372 827,058 

2002 Tennessee 13.19 108,984 826,056 

2003 Tennessee 12.66 105,645 834,500 

2004 Tennessee 12.47 105,214 843,716 

1997 Texas 12.09 419,071 3,466,578 

98–041

 Texas 11.81 3,051,955 25,836,242 

2005 Texas 11.16 442,879 3,967,303 

1998 Texas 12.12 426,247 3,517,990 

1999 Texas 12.13 431,984 3,562,742 

2000 Texas 12.01 434,697 3,619,631 

2001 Texas 11.77 434,839 3,694,371 

2002 Texas 11.56 434,666 3,760,793 

2003 Texas 11.58 441,530 3,814,099 

2004 Texas 11.59 447,992 3,866,616 

See notes at end of exhibit. 

Appendix A4	 Page A4-33 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997 Utah 10.88 47,099 432,920 

98–041

 Utah 10.91 331,834 3,042,824 

2005 Utah 10.96 50,671 462,190 

1998 Utah 10.91 47,078 431,460 

1999 Utah 10.84 46,633 430,274 

2000 Utah 10.69 45,775 428,316 

2001 Utah 10.73 46,289 431,372 

2002 Utah 10.96 47,327 431,980 

2003 Utah 11.14 48,574 435,939 

2004 Utah 11.06 50,158 453,483 

1997 Vermont 10.87 10,436 96,026 

98–041

 Vermont 12.62 81,277 643,882 

2005 Vermont 13.49 11,655 86,388 

1998 Vermont 11.35 10,834 95,426 

1999 Vermont 12.54 11,890 94,805 

2000 Vermont 12.56 11,685 93,062 

2001 Vermont 12.95 11,916 92,005 

2002 Vermont 12.98 11,770 90,699 

2003 Vermont 12.89 11,560 89,718 

2004 Vermont 13.18 11,622 88,167 

1997 

98–041

Virginia 

 Virginia 

12.97

13.46 

 128,415

997,085 

 990,365 

7,405,435 

2005 Virginia 13.45 148,647 1,105,162 

1998 Virginia 13.29 133,264 1,003,046 

1999 Virginia 13.40 137,000 1,022,047 

2000 Virginia 13.40 140,827 1,050,633 

2001 Virginia 13.44 142,865 1,063,351 

2002 Virginia 13.53 145,940 1,078,396 

2003 Virginia 13.61 148,138 1,088,822 

2004 Virginia 13.56 149,051 1,099,140 

See notes at end of exhibit. 

Appendix A4	 Page A4-34 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Washington 

 Washington 

10.31 

11.01 

93,941 

718,313 

911,642 

6,523,437 

2005 Washington 11.12 105,287 946,606 

1998 Washington 10.58 97,441 920,829 

1999 Washington 10.73 99,636 928,881 

2000 Washington 11.00 102,151 928,956 

2001 Washington 11.14 103,950 933,043 

2002 Washington 11.19 104,688 935,529 

2003 Washington 11.19 105,083 939,334 

2004 Washington 11.25 105,364 936,865 

1997

98–041

 West Virginia 

 West Virginia 

15.04 

16.52 

41,136 

298,163 

273,446 

1,805,273 

2005 West Virginia 16.55 41,429 250,295 

1998 West Virginia 15.65 42,142 269,283 

1999 West Virginia 16.13 42,539 263,785 

2000 West Virginia 16.47 42,641 258,840 

2001 West Virginia 16.67 42,660 255,925 

2002 West Virginia 16.89 42,874 253,894 

2003 West Virginia 17.00 42,893 252,349 

2004 West Virginia 16.89 42,414 251,197 

1997 Wisconsin 11.81 94,646 801,221 

98–041

 Wisconsin 13.07 727,055 5,562,840 

2005 Wisconsin 13.63 106,823 783,574 

1998 Wisconsin 12.14 97,058 799,800 

1999 Wisconsin 12.71 101,476 798,439 

2000 Wisconsin 13.11 104,781 799,218 

2001 Wisconsin 13.35 106,163 795,334 

2002 Wisconsin 13.25 105,648 797,469 

2003 Wisconsin 13.30 105,580 793,991 

2004 Wisconsin 13.66 106,349 778,589 

See notes at end of exhibit. 

Appendix A4	 Page A4-35 
 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7a. Percentage of 6- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

children age 6 children Number of 

Year State through 17 identified children 

1997 Wyoming 12.09 10,916 90,282 

98–041

 Wyoming 13.11 75,785 577,925 

2005 Wyoming 13.78 10,690 77,589 

1998 Wyoming 12.36 10,983 88,832 

1999 Wyoming 12.86 11,054 85,929 

2000 Wyoming 12.96 10,878 83,927 

2001 Wyoming 13.26 10,844 81,793 

2002 Wyoming 13.30 10,680 80,295 

2003 Wyoming 13.45 10,636 79,054 

2004 Wyoming 13.71 10,710 78,095 

1

 Throughout this exhibit, "98–04" presents the average of the 1998 through 2004 DANS and CCD 

data counts (nationally and by state) and the average percentage for the years 1998 through 2004 

NOTE: National data represent the counts and average percentages for the 50 states and the 

District of Columbia. The numbers of children identified are the state counts of children identified 

for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. To compute 

the percentages, the ages of children with disabilities were aligned with the grades of the children 

for their age, as follows: 6- through 17-year-olds, grades 1–12. The number of children identified 

for services in a given age group in a given state in a given year (or range of years) (DANS) was 

then divided by the total number of children enrolled in the corresponding grade level in the same 

state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part B, 1997–2005, retrieved December 7, 2007, from http://www.ideadata.org; 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 

1997–98 and 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 Page A4-36 
Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services under IDEA, national average 

for 50 states and DC, and in 50 states and the District of Columbia (1997, 19982004, 

and 2005) 

Hawaii 

Average for 50 states and DC 

Texas 

California 

Colorado 

Nevada 

Connecticut 

Idaho 

Alabama 

Arizona 

Utah 

Vermont 

Arkansas 

Maryland 

Tennessee 

Washington 

Ohio 

New Hampshire 

Minnesota 

Georgia 

District of Columbia 

Iowa 

Montana 

North Carolina 

New Mexico 

Virginia 

Oregon 

2005 

Average 1998-2004 

Florida 1997

Kansas 

Pennsylvania 

Louisiana 

Wisconsin 

Michigan 

Alaska 

Mississippi 

New York 

North Dakota 

Illinois 

Oklahoma 

Delaware 

Massachusetts 

Missouri 

Nebraska 

Wyoming 

South Carolina 

South Dakota 

Indiana 

Maine 

Rhode Island 

New Jersey 

Kentucky 

West Virginia 

0 10 15 20 25 

Percent 

NOTE: States are ordered by the percentage of 6- through 9-year-olds in grades 1–4 identified for services in 2005. Vertical lines 

represent the average percentages for the 50 states and the District of Columbia. The numbers of children identified are the state 

counts of children identified for services under IDEA at a single time point between October 1 and December 1 of each year. These 

annual counts include both children newly identified in the year represented by the count and children identified in earlier years who 

continue to receive services under IDEA. To compute the percentages, the ages of children with disabilities were aligned with the 

grades of the children for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 14-

through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children identified for services in a 

given age group in a given state in a given year (or range of years) (DANS) was then divided by the total number of children enrolled 

in the corresponding grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, 

retrieved December 7, 2007, from http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, 

Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 Page A4-37 
 

 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services under 

IDEA, national average for 50 states and DC, and in 50 states and the 

District of Columbia (1997, 1998–2004 average, and 2005)— 

Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 

98–041 

Average for 50 states and DC

Average for 50 states and DC

 11.61 

 11.60 

1,688,453 

11,823,216 

14,547,910 

101,898,332 

2005 Average for 50 states and DC 11.85 1,713,627 14,460,886 

1998 Average for 50 states and DC 11.59 1,703,932 14,696,417 

1999 Average for 50 states and DC 11.59 1,705,408 14,716,863 

2000 Average for 50 states and DC 11.51 1,686,864 14,657,309 

2001 Average for 50 states and DC 11.44 1,667,189 14,576,345 

2002 Average for 50 states and DC 11.53 1,666,202 14,450,019 

2003 Average for 50 states and DC 11.72 1,685,400 14,386,420 

2004 Average for 50 states and DC 11.85 1,708,221 14,414,959 

1997 Alabama 11.78 28,349 240,635 

98–041

 Alabama 10.57 172,897 1,636,125 

2005 Alabama 10.18 23,402 229,838 

1998 Alabama 11.34 27,554 243,043 

1999 Alabama 11.16 26,878 240,765 

2000 Alabama 10.83 25,728 237,568 

2001 Alabama 10.12 23,666 233,787 

2002 Alabama 10.01 22,912 228,847 

2003 Alabama 10.04 22,766 226,751 

2004 Alabama 10.38 23,393 225,364 

1997 Alaska 12.87 5,437 42,238 

98–041

 Alaska 12.48 35,234 282,389 

2005 Alaska 13.17 5,080 38,587 

1998 Alaska 12.45 5,325 42,768 

1999 Alaska 12.12 5,126 42,287 

2000 Alaska 12.04 4,932 40,949 

2001 Alaska 12.22 4,856 39,747 

2002 Alaska 12.61 4,944 39,203 

2003 Alaska 12.67 4,944 39,026 

2004 Alaska 13.30 5,107 38,409 

See notes at end of exhibit. 

Appendix A4	 Page A4-38 
 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Arizona 9.10 24,624 270,621 

98–041

 Arizona 9.28 191,090 2,059,381 

2005 Arizona 10.19 33,097 324,725 

1998 Arizona 8.96 25,257 281,805 

1999 Arizona 9.09 25,914 285,110 

2000 Arizona 8.90 25,867 290,791 

2001 Arizona 8.90 26,244 294,848 

2002 Arizona 9.42 27,080 287,352 

2003 Arizona 9.58 29,296 305,858 

2004 Arizona 10.02 31,432 313,617 

1997 Arkansas 10.13 14,385 141,951 

98–041

 Arkansas 10.87 105,792 973,068 

2005 Arkansas 11.32 16,244 143,500 

1998 Arkansas 10.35 14,758 142,617 

1999 Arkansas 10.59 14,934 140,995 

2000 Arkansas 10.65 14,831 139,316 

2001 Arkansas 10.89 14,941 137,163 

2002 Arkansas 11.11 15,105 135,999 

2003 Arkansas 11.19 15,398 137,569 

2004 Arkansas 11.35 15,825 139,409 

1997 California 9.18 173,624 1,891,602 

98–041

 California 9.03 1,227,532 13,601,026 

2005 California 9.17 173,411 1,891,866 

1998 California 9.18 176,738 1,925,178 

1999 California 9.17 178,572 1,948,002 

2000 California 8.99 175,266 1,948,889 

2001 California 8.88 173,237 1,950,556 

2002 California 8.89 174,172 1,959,948 

2003 California 9.03 175,744 1,946,718 

2004 California 9.04 173,803 1,921,735 

See notes at end of exhibit. 

Appendix A4	 Page A4-39 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Colorado 8.98 19,416 216,205 

98–041

 Colorado 9.16 144,181 1,574,254 

2005 Colorado 9.23 21,552 233,550 

1998 Colorado 9.08 20,033 220,559 

1999 Colorado 9.18 20,469 223,063 

2000 Colorado 9.19 20,668 224,893 

2001 Colorado 9.01 20,369 226,130 

2002 Colorado 9.04 20,404 225,787 

2003 Colorado 9.31 20,989 225,495 

2004 Colorado 9.31 21,249 228,327 

1997 Connecticut 11.43 20,297 177,592 

98–041

 Connecticut 9.88 121,651 1,231,158 

2005 Connecticut 9.61 16,371 170,319 

1998 Connecticut 10.98 19,649 179,008 

1999 Connecticut 10.34 18,506 179,036 

2000 Connecticut 9.69 17,207 177,600 

2001 Connecticut 9.39 16,640 177,230 

2002 Connecticut 9.54 16,581 173,830 

2003 Connecticut 9.61 16,626 172,970 

2004 Connecticut 9.59 16,442 171,484 

1997 Delaware 15.26 5,343 35,020 

98–041

 Delaware 13.36 33,608 251,550 

2005 Delaware 13.69 4,998 36,507 

1998 Delaware 14.56 5,170 35,515 

1999 Delaware 13.52 4,876 36,074 

2000 Delaware 13.13 4,766 36,304 

2001 Delaware 12.59 4,589 36,437 

2002 Delaware 12.99 4,654 35,835 

2003 Delaware 13.14 4,700 35,758 

2004 Delaware 13.62 4,853 35,627 

See notes at end of exhibit. 

Appendix A4	 Page A4-40 
 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 District of Columbia 5.90 1,576 26,729 

98–041 District of Columbia 9.79 16,446 168,029 

2005 District of Columbia 11.91 2,420 20,313 

1998 District of Columbia 7.62 1,949 25,574 

1999 District of Columbia 7.22 1,954 27,069 

2000 District of Columbia 10.33 2,492 24,135 

2001 District of Columbia 12.07 2,764 22,908 

2002 District of Columbia 10.46 2,488 23,787 

2003 District of Columbia 8.95 2,064 23,058 

2004 District of Columbia 12.72 2,735 21,498 

1997 Florida 13.97 102,946 736,864 

98–041

 Florida 13.39 717,463 5,357,332 

2005 Florida 12.47 101,027 809,934 

1998 Florida 13.89 103,595 745,844 

1999 Florida 13.76 103,294 750,741 

2000 Florida 13.41 101,700 758,530 

2001 Florida 13.27 101,521 765,159 

2002 Florida 13.41 102,554 764,699 

2003 Florida 13.32 102,733 771,444 

2004 Florida 12.74 102,066 800,915 

1997

98–041

 Georgia 

 Georgia 

10.85 

11.56 

48,791 

374,515

449,539 

 3,239,706 

2005 Georgia 11.81 57,601 487,610 

1998 Georgia 11.05 50,505 457,030 

1999 Georgia 11.21 51,732 461,535 

2000 Georgia 11.35 52,375 461,357 

2001 Georgia 11.45 52,959 462,728 

2002 Georgia 11.63 53,681 461,607 

2003 Georgia 12.02 55,754 464,038 

2004 Georgia 12.20 57,509 471,411 

See notes at end of exhibit. 

Appendix A4	 Page A4-41 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Hawaii 8.37 5,311 63,464 

98–041

 Hawaii 9.35 38,781 414,758 

2005 Hawaii 8.35 4,671 55,936 

1998 Hawaii 9.11 5,728 62,857 

1999 Hawaii 10.01 6,149 61,448 

2000 Hawaii 10.19 6,116 60,032 

2001 Hawaii 9.61 5,628 58,592 

2002 Hawaii 8.97 5,213 58,150 

2003 Hawaii 8.86 5,046 56,986 

2004 Hawaii 8.65 4,901 56,693 

1997 Idaho 10.71 7,940 74,157 

98–041

 Idaho 10.80 56,433 522,315 

2005 Idaho 10.03 8,014 79,933 

1998 Idaho 11.19 8,334 74,483 

1999 Idaho 11.50 8,579 74,580 

2000 Idaho 11.18 8,291 74,161 

2001 Idaho 10.86 7,966 73,344 

2002 Idaho 10.49 7,768 74,090 

2003 Idaho 10.30 7,722 74,970 

2004 Idaho 10.14 7,773 76,687 

1997 Illinois 13.07 81,766 625,563 

98–041

 Illinois 13.02 580,599 4,457,988 

2005 Illinois 13.37 82,507 617,146 

1998 Illinois 13.01 83,361 640,952 

1999 Illinois 12.88 83,063 644,748 

2000 Illinois 12.98 83,478 643,030 

2001 Illinois 13.04 83,570 640,983 

2002 Illinois 12.96 82,264 634,650 

2003 Illinois 13.04 82,267 630,908 

2004 Illinois 13.26 82,596 622,717 

See notes at end of exhibit. 

Appendix A4	 Page A4-42 
 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Indiana 14.74 46,347 314,397 

98–041

 Indiana 15.27 336,749 2,205,408 

2005 Indiana 15.93 50,293 315,775 

1998 Indiana 14.73 46,804 317,710 

1999 Indiana 15.01 47,660 317,479 

2000 Indiana 15.10 47,554 314,939 

2001 Indiana 15.09 47,542 315,162 

2002 Indiana 15.49 48,499 313,121 

2003 Indiana 15.62 48,798 312,438 

2004 Indiana 15.86 49,892 314,559 

1997 Iowa 12.86 18,353 142,767 

98–041 Iowa 12.48 120,932 969,389 

2005 Iowa 12.04 16,498 137,064 

1998 Iowa 12.82 18,442 143,841 

1999 Iowa 12.61 18,127 143,731 

2000 Iowa 12.39 17,492 141,164 

2001 Iowa 12.48 17,137 137,268 

2002 Iowa 12.33 16,561 134,270 

2003 Iowa 12.36 16,592 134,242 

2004 Iowa 12.29 16,581 134,873 

1997 Kansas 11.31 15,987 141,420 

98–041 Kansas 11.95 114,545 958,333 

2005 Kansas 12.77 17,210 134,744 

1998 Kansas 11.47 16,206 141,329 

1999 Kansas 11.62 16,274 140,055 

2000 Kansas 11.66 16,087 138,000 

2001 Kansas 11.70 15,988 136,699 

2002 Kansas 12.11 16,311 134,692 

2003 Kansas 12.52 16,715 133,513 

2004 Kansas 12.66 16,964 134,045 

See notes at end of exhibit. 

Appendix A4	 Page A4-43 
 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997

98–041

 Kentucky 

 Kentucky 

12.66 

14.42

25,302 

 200,010 

199,803 

1,386,724 

2005 Kentucky 16.70 32,954 197,327 

1998 Kentucky 12.81 25,700 200,673 

1999 Kentucky 13.63 26,868 197,123 

2000 Kentucky 13.67 27,975 204,717 

2001 Kentucky 14.28 28,630 200,469 

2002 Kentucky 14.89 28,978 194,597 

2003 Kentucky 15.54 30,121 193,803 

2004 Kentucky 16.25 31,738 195,342 

1997 Louisiana 10.56 25,201 238,615 

98–041

 Louisiana 11.50 187,865 1,634,314 

2005 Louisiana 12.81 26,193 204,547 

1998 Louisiana 10.79 25,711 238,224 

1999 Louisiana 11.02 26,232 238,037 

2000 Louisiana 10.96 26,389 240,815 

2001 Louisiana 11.25 26,599 236,442 

2002 Louisiana 11.85 27,002 227,786 

2003 Louisiana 12.23 27,578 225,531 

2004 Louisiana 12.46 28,354 227,479 

1997 Maine 13.55 8,997 66,413 

98–041

 Maine 15.14 63,794 421,484 

2005 Maine 16.45 9,176 55,795 

1998 Maine 14.04 9,119 64,931 

1999 Maine 14.34 9,107 63,492 

2000 Maine 14.80 9,105 61,514 

2001 Maine 15.14 8,992 59,407 

2002 Maine 15.50 8,985 57,978 

2003 Maine 16.20 9,295 57,381 

2004 Maine 16.19 9,191 56,781 

See notes at end of exhibit. 

Appendix A4	 Page A4-44 
 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997

98–041

 Maryland 

 Maryland 

11.82 

11.00 

31,567 

199,753 

266,985 

1,816,412 

2005 Maryland 11.28 27,346 242,414 

1998 Maryland 11.64 31,407 269,857 

1999 Maryland 11.14 29,836 267,877 

2000 Maryland 10.83 28,620 264,203 

2001 Maryland 10.68 27,594 258,454 

2002 Maryland 10.64 27,205 255,673 

2003 Maryland 10.90 27,504 252,422 

2004 Maryland 11.13 27,587 247,926 

1997 Massachusetts 14.07 44,004 312,754 

98–041

 Massachusetts 12.89 271,564 2,106,805 

2005 Massachusetts 13.75 39,256 285,502 

1998 Massachusetts 14.20 44,662 314,540 

1999 Massachusetts 13.26 41,282 311,306 

2000 Massachusetts 12.66 38,231 301,994 

2001 Massachusetts 11.53 34,846 302,182 

2002 Massachusetts 12.27 36,392 296,545 

2003 Massachusetts 12.90 37,612 291,599 

2004 Massachusetts 13.35 38,539 288,639 

1997

98–041

 Michigan 

 Michigan 

10.84 

11.63 

56,945 

419,143 

525,474 

3,603,457 

2005 Michigan 12.86 62,819 488,446 

1998 Michigan 11.12 58,861 529,316 

1999 Michigan 11.26 59,306 526,633 

2000 Michigan 11.29 59,296 525,168 

2001 Michigan 11.43 58,992 516,169 

2002 Michigan 11.64 59,606 511,888 

2003 Michigan 12.19 60,939 499,783 

2004 Michigan 12.57 62,143 494,500 

See notes at end of exhibit. 

Appendix A4	 Page A4-45 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Minnesota 11.07 28,078 253,583 

98–041

 Minnesota 11.34 192,391 1,696,018 

2005 Minnesota 11.88 27,943 235,293 

1998 Minnesota 11.01 27,867 253,175 

1999 Minnesota 10.98 27,527 250,717 

2000 Minnesota 11.10 27,299 245,945 

2001 Minnesota 11.18 26,888 240,578 

2002 Minnesota 11.55 27,395 237,171 

2003 Minnesota 11.94 28,001 234,430 

2004 Minnesota 11.72 27,414 234,002 

1997

98–041

 Mississippi 

 Mississippi 

12.06 

12.37 

19,471 

137,646 

161,520 

1,112,398 

2005 Mississippi 13.08 19,831 151,658 

1998 Mississippi 11.69 19,088 163,230 

1999 Mississippi 11.80 19,393 164,327 

2000 Mississippi 12.11 19,616 161,987 

2001 Mississippi 12.15 19,494 160,463 

2002 Mississippi 12.59 19,645 156,088 

2003 Mississippi 13.12 20,145 153,501 

2004 Mississippi 13.26 20,265 152,802 

1997 Missouri 12.89 35,906 278,463 

98–041

 Missouri 13.40 255,496 1,906,643 

2005 Missouri 14.40 38,453 267,001 

1998 Missouri 12.87 36,419 282,948 

1999 Missouri 12.78 36,007 281,706 

2000 Missouri 12.92 35,814 277,192 

2001 Missouri 13.30 36,040 270,910 

2002 Missouri 13.69 36,478 266,564 

2003 Missouri 14.04 36,957 263,206 

2004 Missouri 14.31 37,781 264,117 

See notes at end of exhibit. 

Appendix A4	 Page A4-46 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Montana 11.18 5,383 48,153 

98–041

 Montana 11.52 35,508 308,367 

2005 Montana 12.11 5,038 41,619 

1998 Montana 11.18 5,293 47,359 

1999 Montana 11.50 5,366 46,659 

2000 Montana 11.41 5,157 45,184 

2001 Montana 11.29 4,927 43,633 

2002 Montana 11.40 4,827 42,336 

2003 Montana 11.85 4,956 41,809 

2004 Montana 12.04 4,982 41,387 

1997 Nebraska 14.07 12,131 86,204 

98–041

 Nebraska 14.59 84,746 580,742 

2005 Nebraska 15.32 12,551 81,921 

1998 Nebraska 14.07 12,108 86,044 

1999 Nebraska 14.20 12,082 85,087 

2000 Nebraska 14.03 11,693 83,373 

2001 Nebraska 14.64 12,016 82,093 

2002 Nebraska 14.54 11,855 81,519 

2003 Nebraska 15.15 12,293 81,153 

2004 Nebraska 15.59 12,699 81,473 

1997 Nevada 9.07 9,194 101,359 

98–041

 Nevada 9.24 75,585 818,460 

2005 Nevada 9.57 12,446 130,091 

1998 Nevada 9.04 9,635 106,531 

1999 Nevada 9.08 10,039 110,611 

2000 Nevada 9.04 10,290 113,843 

2001 Nevada 9.08 10,723 118,088 

2002 Nevada 9.28 11,100 119,567 

2003 Nevada 9.46 11,630 122,941 

2004 Nevada 9.59 12,168 126,879 

See notes at end of exhibit. 

Appendix A4	 Page A4-47 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997

98–041

 New Hampshire 

 New Hampshire 

9.54 

10.41 

6,506 

46,837 

68,172 

449,987 

2005 New Hampshire 11.48 6,889 60,020 

1998 New Hampshire 9.71 6,604 68,019 

1999 New Hampshire 9.81 6,587 67,141 

2000 New Hampshire 10.37 6,829 65,838 

2001 New Hampshire 10.42 6,681 64,138 

2002 New Hampshire 10.39 6,498 62,554 

2003 New Hampshire 10.99 6,759 61,528 

2004 New Hampshire 11.32 6,879 60,769 

1997

98–041

 New Jersey 

 New Jersey 

17.11 

16.56 

68,019 

464,628 

397,489 

2,806,111 

2005 New Jersey 16.76 66,634 397,651 

1998 New Jersey 16.89 67,581 400,069 

1999 New Jersey 16.47 66,343 402,745 

2000 New Jersey 16.35 65,622 401,413 

2001 New Jersey 16.36 66,028 403,485 

2002 New Jersey 16.46 65,947 400,590 

2003 New Jersey 16.64 66,247 398,072 

2004 New Jersey 16.73 66,860 399,737 

1997 New Mexico 11.97 12,449 103,988 

98–041

 New Mexico 12.58 86,921 690,711 

2005 New Mexico 12.37 12,133 98,108 

1998 New Mexico 12.51 12,934 103,414 

1999 New Mexico 12.66 12,899 101,930 

2000 New Mexico 12.77 12,674 99,255 

2001 New Mexico 12.50 12,229 97,847 

2002 New Mexico 12.55 12,076 96,263 

2003 New Mexico 12.57 12,049 95,834 

2004 New Mexico 12.54 12,060 96,168 

See notes at end of exhibit. 

Appendix A4	 Page A4-48 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 New York 11.66 103,356 886,313 

98–041

 New York 12.27 730,805 5,957,229 

2005 New York 13.19 103,977 788,601 

1998 New York 11.91 105,756 887,677 

1999 New York 11.96 105,649 883,566 

2000 New York 12.24 106,540 870,114 

2001 New York 12.21 104,156 853,100 

2002 New York 12.15 102,251 841,443 

2003 New York 12.52 102,086 815,674 

2004 New York 12.95 104,367 805,655 

1997 North Carolina 12.62 52,232 413,786 

98–041

 North Carolina 12.57 370,870 2,950,582 

2005 North Carolina 12.37 54,190 437,989 

1998 North Carolina 12.47 52,442 420,623 

1999 North Carolina 12.49 52,883 423,537 

2000 North Carolina 12.54 52,883 421,803 

2001 North Carolina 12.58 52,992 421,357 

2002 North Carolina 12.69 53,065 418,124 

2003 North Carolina 12.69 53,256 419,575 

2004 North Carolina 12.54 53,349 425,563 

1997 North Dakota 10.72 3,678 34,308 

98–041

 North Dakota 12.15 25,697 211,504 

2005 North Dakota 13.33 3,700 27,756 

1998 North Dakota 11.33 3,736 32,967 

1999 North Dakota 11.69 3,748 32,069 

2000 North Dakota 11.64 3,606 30,986 

2001 North Dakota 11.81 3,519 29,798 

2002 North Dakota 12.41 3,603 29,045 

2003 North Dakota 12.59 3,582 28,452 

2004 North Dakota 13.85 3,903 28,187 

See notes at end of exhibit. 

Appendix A4	 Page A4-49 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Ohio 11.20 64,132 572,561 

98–041

 Ohio 10.92 423,651 3,878,903 

2005 Ohio 11.55 61,490 532,400 

1998 Ohio 11.05 63,244 572,477 

1999 Ohio 11.13 63,473 570,278 

2000 Ohio 10.86 61,280 564,508 

2001 Ohio 10.43 57,958 555,550 

2002 Ohio 10.79 58,786 545,062 

2003 Ohio 10.95 58,793 537,059 

2004 Ohio 11.26 60,117 533,969 

1997 Oklahoma 11.27 21,955 194,821 

98–041

 Oklahoma 12.13 160,136 1,320,013 

2005 Oklahoma 13.39 25,115 187,552 

1998 Oklahoma 11.44 22,361 195,488 

1999 Oklahoma 11.71 22,607 193,126 

2000 Oklahoma 11.91 22,608 189,895 

2001 Oklahoma 11.75 22,463 191,135 

2002 Oklahoma 12.41 22,768 183,482 

2003 Oklahoma 12.72 23,223 182,611 

2004 Oklahoma 13.08 24,106 184,276 

1997

98–041

 Oregon 

 Oregon 

11.76 

11.89 

19,988 

138,402 

169,937 

1,163,795 

2005 Oregon 12.11 20,277 167,414 

1998 Oregon 11.78 20,072 170,465 

1999 Oregon 12.07 20,355 168,691 

2000 Oregon 11.84 19,720 166,529 

2001 Oregon 11.69 19,434 166,184 

2002 Oregon 11.82 19,461 164,720 

2003 Oregon 11.93 19,443 162,916 

2004 Oregon 12.12 19,917 164,290 

See notes at end of exhibit. 

Appendix A4	 Page A4-50 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997

98–041

 Pennsylvania 

 Pennsylvania 

10.71 

11.35 

60,564 

429,968 

565,661 

3,789,251 

2005 Pennsylvania 12.55 64,987 517,682 

1998 Pennsylvania 10.67 60,054 563,025 

1999 Pennsylvania 10.90 60,785 557,440 

2000 Pennsylvania 10.88 59,986 551,367 

2001 Pennsylvania 11.14 60,549 543,591 

2002 Pennsylvania 11.59 61,622 531,598 

2003 Pennsylvania 12.00 62,818 523,687 

2004 Pennsylvania 12.37 64,154 518,543 

1997 Rhode Island 16.35 8,195 50,135 

98–041

 Rhode Island 17.05 58,288 341,870 

2005 Rhode Island 17.11 7,533 44,023 

1998 Rhode Island 16.26 8,193 50,381 

1999 Rhode Island 17.17 8,586 50,010 

2000 Rhode Island 17.27 8,539 49,453 

2001 Rhode Island 17.43 8,551 49,063 

2002 Rhode Island 17.36 8,463 48,748 

2003 Rhode Island 16.95 8,110 47,835 

2004 Rhode Island 16.92 7,846 46,380 

1997 South Carolina 15.58 32,697 209,853 

98–041

 South Carolina 15.69 229,949 1,465,396 

2005 South Carolina 15.45 32,000 207,163 

1998 South Carolina 15.83 33,423 211,161 

1999 South Carolina 16.15 33,782 209,209 

2000 South Carolina 15.58 33,215 213,212 

2001 South Carolina 15.93 33,038 207,438 

2002 South Carolina 15.45 32,252 208,752 

2003 South Carolina 15.43 32,003 207,443 

2004 South Carolina 15.49 32,236 208,181 

See notes at end of exhibit. 

Appendix A4	 Page A4-51 
 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 South Dakota 12.36 5,121 41,417 

98–041

 South Dakota 14.41 37,285 258,745 

2005 South Dakota 15.79 5,593 35,430 

1998 South Dakota 13.21 5,147 38,962 

1999 South Dakota 13.62 5,220 38,339 

2000 South Dakota 14.13 5,297 37,491 

2001 South Dakota 14.47 5,306 36,676 

2002 South Dakota 14.73 5,358 36,388 

2003 South Dakota 15.31 5,449 35,589 

2004 South Dakota 15.60 5,508 35,300 

1997 Tennessee 13.40 38,331 286,050 

98–041

 Tennessee 12.10 243,446 2,012,455 

2005 Tennessee 11.47 32,990 287,615 

1998 Tennessee 12.58 37,000 294,017 

1999 Tennessee 12.51 36,804 294,280 

2000 Tennessee 12.27 35,563 289,960 

2001 Tennessee 12.19 35,183 288,592 

2002 Tennessee 11.98 33,758 281,731 

2003 Tennessee 11.58 32,514 280,684 

2004 Tennessee 11.52 32,624 283,191 

1997 Texas 10.20 124,203 1,217,176 

98–041

 Texas 9.51 853,842 8,978,225 

2005 Texas 8.75 120,289 1,374,455 

1998 Texas 10.00 123,745 1,237,543 

1999 Texas 9.88 123,867 1,253,155 

2000 Texas 9.75 123,554 1,267,914 

2001 Texas 9.41 120,912 1,285,191 

2002 Texas 9.12 117,930 1,293,469 

2003 Texas 9.24 121,031 1,309,831 

2004 Texas 9.23 122,803 1,331,122 

See notes at end of exhibit. 

Appendix A4	 Page A4-52 
 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997 Utah 11.83 16,832 142,288 

98–041

 Utah 11.15 114,485 1,026,824 

2005 Utah 11.12 17,994 161,892 

1998 Utah 11.58 16,582 143,233 

1999 Utah 11.28 16,196 143,555 

2000 Utah 10.82 15,516 143,372 

2001 Utah 10.68 15,586 145,920 

2002 Utah 11.06 16,110 145,645 

2003 Utah 11.27 16,770 148,864 

2004 Utah 11.35 17,725 156,235 

1997 Vermont 8.85 2,847 32,172 

98–041

 Vermont 10.26 20,533 200,178 

2005 Vermont 11.23 2,909 25,905 

1998 Vermont 9.32 2,929 31,420 

1999 Vermont 10.70 3,261 30,472 

2000 Vermont 10.18 2,992 29,398 

2001 Vermont 10.40 2,936 28,242 

2002 Vermont 10.51 2,881 27,425 

2003 Vermont 10.27 2,762 26,891 

2004 Vermont 10.53 2,772 26,330 

1997

98–041

 Virginia 

 Virginia 

12.04 

12.01 

42,255 

300,623 

350,915 

2,503,025 

2005 Virginia 12.15 43,437 357,511 

1998 Virginia 12.19 43,432 356,428 

1999 Virginia 12.05 43,388 360,090 

2000 Virginia 11.90 43,018 361,649 

2001 Virginia 11.83 42,347 358,128 

2002 Virginia 11.87 42,294 356,361 

2003 Virginia 12.10 42,932 354,703 

2004 Virginia 12.15 43,212 355,666 

See notes at end of exhibit. 

Appendix A4	 Page A4-53 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 6 

through 9 

children 

identified 

Number of 

children 

1997

98–041

 Washington 

 Washington 

10.65 

10.98 

32,799 

232,818 

308,095 

2,119,765 

2005 Washington 11.44 34,321 300,145 

1998 Washington 10.73 33,407 311,321 

1999 Washington 10.78 33,471 310,621 

2000 Washington 10.85 33,140 305,403 

2001 Washington 10.93 33,032 302,235 

2002 Washington 11.03 32,797 297,261 

2003 Washington 11.20 33,154 296,049 

2004 Washington 11.39 33,817 296,875 

1997 

98–041 

West Virginia 

West Virginia 

16.85

17.27

 14,964

 102,398

 88,797 

 592,842 

2005 West Virginia 17.63 14,239 80,785 

1998 West Virginia 17.05 15,131 88,766 

1999 West Virginia 17.18 15,044 87,581 

2000 West Virginia 17.24 14,822 85,968 

2001 West Virginia 17.04 14,453 84,831 

2002 West Virginia 17.21 14,253 82,832 

2003 West Virginia 17.54 14,314 81,604 

2004 West Virginia 17.70 14,381 81,260 

1997 Wisconsin 12.05 30,847 256,103 

98–041

 Wisconsin 12.61 215,576 1,709,973 

2005 Wisconsin 13.03 30,903 237,219 

1998 Wisconsin 12.35 31,454 254,720 

1999 Wisconsin 12.57 31,713 252,234 

2000 Wisconsin 12.75 31,665 248,432 

2001 Wisconsin 12.86 31,066 241,512 

2002 Wisconsin 12.49 30,019 240,421 

2003 Wisconsin 12.40 29,537 238,185 

2004 Wisconsin 12.85 30,122 234,469 

See notes at end of exhibit. 

Appendix A4	 Page A4-54 
 

Exhibit A4.7b. Percentage of 6- through 9-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 

50 states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

children age 6 children Number of 

Year State through 9 identified children 

1997 Wyoming 13.72 3,812 27,783 

98–041

 Wyoming 13.63 24,109 176,915 

2005 Wyoming 14.73 3,625 24,609 

1998 Wyoming 12.55 3,427 27,300 

1999 Wyoming 13.57 3,595 26,501 

2000 Wyoming 13.43 3,460 25,756 

2001 Wyoming 13.81 3,412 24,703 

2002 Wyoming 13.66 3,351 24,526 

2003 Wyoming 14.08 3,383 24,033 

2004 Wyoming 14.45 3,481 24,096 

1

 Throughout this exhibit, "98–04" presents the average of the 1998 through 2004 DANS and CCD 

data counts (nationally and by state) and the average percentage for the years 1998 through 2005. 

NOTE: National data represent the counts and average percentages for the 50 states and the 

District of Columbia. The numbers of children identified are the state counts of children identified 

for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. To compute 

the percentages, the ages of children with disabilities were aligned with the grades of the children 

for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5-8; 

14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of 

children identified for services in a given age group in a given state in a given year (or range of 

years) (DANS) was then divided by the total number of children enrolled in the corresponding 

grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part B, 1997 2005, retrieved December 7, 2007, from http://www.ideadata.org; 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 

1997–98 and 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4	 Page A4-55 
Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

19982004, and 2005) 

Average for 50 states and DC 

Idaho 

California 

Colorado 

Nevada 

Alabama 

Hawaii 

Tennessee 

Washington 

Mississippi 

Utah 

Georgia 

Arizona 

South Dakota 

Connecticut 

Louisiana 

Texas 

Arkansas 

Maryland 

Montana 

North Carolina 

Alaska 

Kansas 

North Dakota 

Kentucky 2005 

Minnesota Average 1998-2004 Virginia 

South Carolina 1997

Wisconsin 

Oregon 

Michigan 

New Mexico 

Wyoming 

Delaware 

Ohio 

Vermont 

Missouri 

Illinois 

West Virginia 

Florida 

Iowa 

New Hampshire 

New York 

Pennsylvania 

Indiana 

Oklahoma 

Nebraska 

Maine 

Massachusetts 

New Jersey 

Rhode Island 

District of Columbia 

0 10 15 20 25 

Percent 

NOTE: States are ordered by the percentage of 10- through 13-year-olds in grades 5–8 identified for services in 2005. Vertical lines 

represent the average percentages for the 50 states and the District of Columbia. The numbers of children identified are the state 

counts of children identified for services under IDEA at a single time point between October 1 and December 1 of each year. These 

annual counts include both children newly identified in the year represented by the count and children identified in earlier years who 

continue to receive services under IDEA. To compute the percentages, the ages of children with disabilities were aligned with the 

grades of the children for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 14-

through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children identified for services in a 

given age group in a given state in a given year (or range of years) (DANS) was then divided by the total number of children enrolled 

in the corresponding grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, 

retrieved December 7, 2007, from http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, 

Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 Page A4-56
 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services under 

IDEA, national average for 50 states and DC, and in 50 states and the 

District of Columbia (1997, 1998–2004 average, and 2005)— 

Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 

98–041 

Average for 50 states and DC

Average for 50 states and DC

 13.77 

 14.18 

1,911,244 

14,565,866 

13,884,950 

102,752,172 

2005 Average for 50 states and DC 13.74 2,045,254 14,882,115 

1998 Average for 50 states and DC 14.11 1,979,050 14,026,907 

1999 Average for 50 states and DC 14.33 2,035,641 14,206,030 

2000 Average for 50 states and DC 14.41 2,095,435 14,537,188 

2001 Average for 50 states and DC 14.33 2,125,723 14,832,043 

2002 Average for 50 states and DC 14.17 2,129,996 15,030,027 

2003 Average for 50 states and DC 13.99 2,113,725 15,106,418 

2004 Average for 50 states and DC 13.90 2,086,296 15,013,559 

1997 Alabama 13.36 31,019 232,212 

98–041

 Alabama 13.51 223,055 1,651,062 

2005 Alabama 11.72 27,706 236,326 

1998 Alabama 14.14 32,650 230,911 

1999 Alabama 14.48 33,489 231,254 

2000 Alabama 14.53 34,169 235,118 

2001 Alabama 13.89 32,917 237,029 

2002 Alabama 13.14 31,421 239,146 

2003 Alabama 12.39 29,761 240,169 

2004 Alabama 12.07 28,648 237,435 

1997 Alaska 14.06 5,762 40,979 

98–041

 Alaska 14.04 42,085 299,716 

2005 Alaska 13.31 5,429 40,790 

1998 Alaska 13.61 5,766 42,356 

1999 Alaska 13.85 5,872 42,387 

2000 Alaska 14.47 6,164 42,606 

2001 Alaska 14.64 6,352 43,397 

2002 Alaska 14.36 6,278 43,717 

2003 Alaska 13.73 5,948 43,311 

2004 Alaska 13.60 5,705 41,942 

See notes at end of exhibit. 

Appendix A4	 Page A4-57 
 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Arizona 11.52 29,004 251,829 

98–041

 Arizona 12.16 244,013 2,007,007 

2005 Arizona 12.34 39,639 321,126 

1998 Arizona 11.81 30,919 261,865 

1999 Arizona 12.21 32,549 266,513 

2000 Arizona 12.33 34,120 276,835 

2001 Arizona 12.09 35,158 290,818 

2002 Arizona 12.36 35,769 289,465 

2003 Arizona 12.05 37,059 307,584 

2004 Arizona 12.25 38,439 313,927 

1997 Arkansas 11.86 16,724 140,960 

98–041

 Arkansas 13.02 129,928 997,600 

2005 Arkansas 12.81 18,356 143,281 

1998 Arkansas 12.45 17,420 139,900 

1999 Arkansas 12.90 18,071 140,087 

2000 Arkansas 13.08 18,545 141,775 

2001 Arkansas 13.34 19,145 143,554 

2002 Arkansas 13.25 19,152 144,572 

2003 Arkansas 13.15 18,966 144,265 

2004 Arkansas 12.99 18,629 143,447 

1997 California 12.17 206,846 1,699,431 

98–041

 California 11.69 1,544,603 13,217,901 

2005 California 10.82 211,644 1,956,589 

1998 California 12.26 213,369 1,741,093 

1999 California 12.20 217,945 1,786,995 

2000 California 11.98 222,345 1,855,751 

2001 California 11.82 226,630 1,917,988 

2002 California 11.55 226,103 1,957,079 

2003 California 11.21 222,387 1,983,151 

2004 California 10.92 215,824 1,975,844 

See notes at end of exhibit. 

Appendix A4	 Page A4-58 
 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Colorado 11.38 24,287 213,419 

98–041

 Colorado 11.43 182,288 1,595,162 

2005 Colorado 10.83 25,320 233,716 

1998 Colorado 11.47 24,802 216,266 

1999 Colorado 11.65 25,584 219,568 

2000 Colorado 11.74 26,455 225,257 

2001 Colorado 11.70 26,965 230,565 

2002 Colorado 11.40 26,722 234,438 

2003 Colorado 11.08 26,038 234,924 

2004 Colorado 10.99 25,722 234,144 

1997 Connecticut 15.65 25,503 162,941 

98–041

 Connecticut 13.81 170,627 1,235,940 

2005 Connecticut 12.57 22,041 175,406 

1998 Connecticut 15.40 25,839 167,817 

1999 Connecticut 14.48 24,934 172,166 

2000 Connecticut 14.17 25,050 176,791 

2001 Connecticut 13.74 24,772 180,330 

2002 Connecticut 13.39 24,081 179,794 

2003 Connecticut 12.90 23,305 180,691 

2004 Connecticut 12.70 22,646 178,351 

1997 Delaware 14.18 4,984 35,141 

98–041

 Delaware 15.00 38,982 259,843 

2005 Delaware 14.51 5,650 38,941 

1998 Delaware 14.22 5,092 35,813 

1999 Delaware 14.87 5,309 35,705 

2000 Delaware 15.25 5,505 36,100 

2001 Delaware 15.39 5,641 36,648 

2002 Delaware 15.31 5,810 37,960 

2003 Delaware 15.16 5,851 38,594 

2004 Delaware 14.80 5,774 39,023 

See notes at end of exhibit. 

Appendix A4	 Page A4-59 
 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 District of Columbia 15.43 2,891 18,741 

98–041 District of Columbia 21.60 29,726 137,642 

2005 District of Columbia 20.64 4,298 20,829 

1998 District of Columbia 16.73 2,915 17,423 

1999 District of Columbia 18.07 3,409 18,862 

2000 District of Columbia 24.41 4,198 17,195 

2001 District of Columbia 26.72 4,911 18,383 

2002 District of Columbia 22.07 4,684 21,224 

2003 District of Columbia 20.59 4,663 22,648 

2004 District of Columbia 22.58 4,946 21,907 

1997 Florida 15.73 112,374 714,534 

98–041

 Florida 16.26 891,869 5,484,191 

2005 Florida 15.64 127,159 812,896 

1998 Florida 16.08 117,340 729,741 

1999 Florida 16.38 122,162 746,016 

2000 Florida 16.56 127,579 770,440 

2001 Florida 16.51 131,528 796,823 

2002 Florida 16.32 132,217 810,088 

2003 Florida 16.06 131,580 819,358 

2004 Florida 15.95 129,463 811,725 

1997

98–041

 Georgia 

 Georgia 

11.80 

12.61 

49,620 

408,654

420,574 

 3,241,949 

2005 Georgia 12.33 60,534 490,806 

1998 Georgia 12.27 52,691 429,290 

1999 Georgia 12.60 55,531 440,777 

2000 Georgia 12.76 58,092 455,418 

2001 Georgia 12.81 60,022 468,537 

2002 Georgia 12.71 60,684 477,437 

2003 Georgia 12.60 60,946 483,808 

2004 Georgia 12.47 60,688 486,682 

See notes at end of exhibit. 

Appendix A4	 Page A4-60 
 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Hawaii 10.87 6,172 56,789 

98–041

 Hawaii 13.21 52,995 401,282 

2005 Hawaii 11.73 6,546 55,795 

1998 Hawaii 12.14 6,810 56,081 

1999 Hawaii 13.65 7,683 56,306 

2000 Hawaii 14.16 8,113 57,307 

2001 Hawaii 13.86 8,058 58,144 

2002 Hawaii 13.52 7,877 58,252 

2003 Hawaii 12.77 7,416 58,074 

2004 Hawaii 12.32 7,038 57,118 

1997 Idaho 11.03 8,276 75,059 

98–041

 Idaho 11.75 63,668 541,709 

2005 Idaho 10.51 8,421 80,125 

1998 Idaho 11.66 8,707 74,680 

1999 Idaho 12.31 9,237 75,044 

2000 Idaho 12.14 9,341 76,978 

2001 Idaho 12.00 9,336 77,792 

2002 Idaho 11.78 9,267 78,677 

2003 Idaho 11.46 9,072 79,192 

2004 Idaho 10.98 8,708 79,346 

1997 Illinois 14.35 86,101 600,052 

98–041

 Illinois 15.48 679,867 4,393,041 

2005 Illinois 15.18 97,643 643,044 

1998 Illinois 15.04 89,943 597,938 

1999 Illinois 15.32 92,947 606,734 

2000 Illinois 15.68 97,188 619,999 

2001 Illinois 15.74 99,858 634,448 

2002 Illinois 15.58 100,061 642,359 

2003 Illinois 15.56 100,412 645,472 

2004 Illinois 15.39 99,458 646,091 

See notes at end of exhibit. 

Appendix A4	 Page A4-61 
 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Indiana 14.49 43,116 297,508 

98–041

 Indiana 15.82 348,403 2,202,681 

2005 Indiana 16.07 51,847 322,672 

1998 Indiana 14.96 44,789 299,361 

1999 Indiana 15.37 46,687 303,737 

2000 Indiana 15.97 49,418 309,476 

2001 Indiana 16.04 50,978 317,745 

2002 Indiana 16.14 52,037 322,421 

2003 Indiana 16.15 52,593 325,603 

2004 Indiana 16.00 51,901 324,338 

1997 Iowa 15.44 22,757 147,368 

98–041

 Iowa 16.45 169,633 1,030,926 

2005 Iowa 15.68 22,708 144,835 

1998 Iowa 15.99 23,421 146,438 

1999 Iowa 16.34 23,889 146,239 

2000 Iowa 16.64 24,411 146,713 

2001 Iowa 16.67 24,849 149,058 

2002 Iowa 16.89 24,898 147,416 

2003 Iowa 16.42 24,390 148,587 

2004 Iowa 16.23 23,775 146,475 

1997 Kansas 12.18 17,789 146,006 

98–041

 Kansas 13.14 131,769 1,003,201 

2005 Kansas 13.44 18,581 138,251 

1998 Kansas 12.61 18,322 145,295 

1999 Kansas 12.84 18,497 144,114 

2000 Kansas 13.10 18,838 143,831 

2001 Kansas 13.21 18,991 143,737 

2002 Kansas 13.43 19,298 143,708 

2003 Kansas 13.36 19,027 142,425 

2004 Kansas 13.42 18,796 140,091 

See notes at end of exhibit. 

Appendix A4	 Page A4-62 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997

98–041

 Kentucky 

 Kentucky 

12.57 

13.80

24,781 

 190,291 

197,216 

1,378,607 

2005 Kentucky 13.79 27,315 198,079 

1998 Kentucky 13.37 25,780 192,857 

1999 Kentucky 13.76 26,687 193,942 

2000 Kentucky 13.85 27,231 196,614 

2001 Kentucky 14.15 27,651 195,489 

2002 Kentucky 13.84 27,642 199,689 

2003 Kentucky 13.78 27,615 200,425 

2004 Kentucky 13.87 27,685 199,591 

1997 Louisiana 12.29 28,953 235,672 

98–041

 Louisiana 13.13 210,975 1,607,346 

2005 Louisiana 12.57 25,306 201,270 

1998 Louisiana 12.58 29,244 232,483 

1999 Louisiana 13.05 29,876 228,913 

2000 Louisiana 13.38 30,683 229,311 

2001 Louisiana 13.44 30,885 229,766 

2002 Louisiana 13.33 30,705 230,411 

2003 Louisiana 13.05 30,155 231,043 

2004 Louisiana 13.05 29,427 225,419 

1997 Maine 15.96 10,988 68,859 

98–041

 Maine 17.38 81,558 469,174 

2005 Maine 17.54 10,880 62,036 

1998 Maine 16.39 11,250 68,636 

1999 Maine 16.89 11,506 68,137 

2000 Maine 17.23 11,692 67,857 

2001 Maine 17.70 11,947 67,512 

2002 Maine 17.90 11,948 66,764 

2003 Maine 17.81 11,792 66,208 

2004 Maine 17.83 11,423 64,060 

See notes at end of exhibit. 

Appendix A4	 Page A4-63 
 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997

98–041

 Maryland 

 Maryland 

15.08 

14.34 

37,375 

268,653 

247,909 

1,873,552 

2005 Maryland 12.84 34,041 265,080 

1998 Maryland 15.17 38,732 255,289 

1999 Maryland 15.03 39,074 260,012 

2000 Maryland 14.88 39,555 265,894 

2001 Maryland 14.47 39,345 271,940 

2002 Maryland 14.05 38,621 274,930 

2003 Maryland 13.72 37,612 274,214 

2004 Maryland 13.17 35,714 271,273 

1997 Massachusetts 18.20 52,344 287,568 

98–041

 Massachusetts 17.45 373,168 2,138,857 

2005 Massachusetts 17.55 52,135 297,037 

1998 Massachusetts 18.60 54,926 295,253 

1999 Massachusetts 18.26 55,002 301,288 

2000 Massachusetts 17.75 55,035 309,996 

2001 Massachusetts 16.68 51,650 309,750 

2002 Massachusetts 16.88 52,717 312,378 

2003 Massachusetts 16.81 51,822 308,294 

2004 Massachusetts 17.23 52,016 301,898 

1997

98–041

 Michigan 

 Michigan 

13.38 

14.08 

65,637 

520,015 

490,427 

3,694,508 

2005 Michigan 14.28 74,316 520,363 

1998 Michigan 13.85 68,510 494,729 

1999 Michigan 14.19 70,643 497,964 

2000 Michigan 14.12 74,579 528,141 

2001 Michigan 14.13 76,258 539,604 

2002 Michigan 13.91 77,016 553,767 

2003 Michigan 14.14 77,204 545,979 

2004 Michigan 14.19 75,805 534,324 

See notes at end of exhibit. 

Appendix A4	 Page A4-64 
 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Minnesota 12.76 33,570 263,071 

98–041

 Minnesota 13.59 248,458 1,827,638 

2005 Minnesota 13.87 34,801 250,901 

1998 Minnesota 13.23 34,857 263,405 

1999 Minnesota 13.53 35,364 261,460 

2000 Minnesota 13.64 35,937 263,558 

2001 Minnesota 13.68 36,027 263,451 

2002 Minnesota 13.62 35,656 261,736 

2003 Minnesota 13.68 35,487 259,413 

2004 Minnesota 13.80 35,130 254,615 

1997

98–041

 Mississippi 

 Mississippi 

11.91 

11.67 

18,247 

126,850 

153,167 

1,086,888 

2005 Mississippi 12.02 18,802 156,491 

1998 Mississippi 11.55 17,535 151,857 

1999 Mississippi 11.43 17,394 152,198 

2000 Mississippi 11.32 17,414 153,783 

2001 Mississippi 11.34 17,610 155,308 

2002 Mississippi 11.67 18,309 156,862 

2003 Mississippi 12.04 19,090 158,561 

2004 Mississippi 12.32 19,498 158,319 

1997 Missouri 12.89 35,906 278,463 

98–041

 Missouri 13.40 255,496 1,906,643 

2005 Missouri 14.40 38,453 267,001 

1998 Missouri 16.44 45,490 276,706 

1999 Missouri 16.69 46,315 277,452 

2000 Missouri 16.85 47,037 279,186 

2001 Missouri 17.01 48,364 284,370 

2002 Missouri 16.26 47,360 291,255 

2003 Missouri 15.55 45,192 290,681 

2004 Missouri 15.02 43,057 286,620 

See notes at end of exhibit. 

Appendix A4	 Page A4-65 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Montana 11.58 5,966 51,515 

98–041

 Montana 12.94 43,906 339,210 

2005 Montana 12.90 5,787 44,858 

1998 Montana 11.83 5,980 50,550 

1999 Montana 12.37 6,152 49,747 

2000 Montana 13.10 6,443 49,170 

2001 Montana 13.35 6,457 48,360 

2002 Montana 13.30 6,390 48,061 

2003 Montana 13.41 6,340 47,294 

2004 Montana 13.35 6,144 46,028 

1997 Nebraska 15.52 13,899 89,530 

98–041 Nebraska 16.54 100,954 610,303 

2005 Nebraska 16.51 13,997 84,783 

1998 Nebraska 16.37 14,402 87,970 

1999 Nebraska 16.43 14,246 86,720 

2000 Nebraska 16.74 14,561 87,003 

2001 Nebraska 16.64 14,527 87,298 

2002 Nebraska 16.61 14,558 87,663 

2003 Nebraska 16.45 14,413 87,625 

2004 Nebraska 16.56 14,247 86,024 

1997 Nevada 11.70 10,656 91,101 

98–041

 Nevada 12.02 95,572 795,462 

2005 Nevada 11.46 15,148 132,130 

1998 Nevada 11.69 11,211 95,939 

1999 Nevada 12.09 12,227 101,117 

2000 Nevada 12.34 13,302 107,843 

2001 Nevada 12.18 14,033 115,225 

2002 Nevada 11.99 14,499 120,913 

2003 Nevada 11.92 15,004 125,846 

2004 Nevada 11.90 15,296 128,579 

See notes at end of exhibit. 

Appendix A4	 Page A4-66 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997

98–041

 New Hampshire 

 New Hampshire 

14.05 

15.12 

9,278 

72,144 

66,034 

477,123 

2005 New Hampshire 15.74 10,255 65,138 

1998 New Hampshire 14.16 9,574 67,638 

1999 New Hampshire 14.81 10,126 68,386 

2000 New Hampshire 15.17 10,534 69,461 

2001 New Hampshire 15.27 10,478 68,603 

2002 New Hampshire 15.41 10,607 68,828 

2003 New Hampshire 15.43 10,465 67,803 

2004 New Hampshire 15.60 10,360 66,404 

1997

98–041

 New Jersey 

 New Jersey 

17.22 

18.35 

60,716 

507,986 

352,555 

2,768,295 

2005 New Jersey 19.05 77,982 409,274 

1998 New Jersey 17.68 63,577 359,572 

1999 New Jersey 17.91 67,408 376,463 

2000 New Jersey 18.30 71,473 390,613 

2001 New Jersey 18.47 74,411 402,930 

2002 New Jersey 18.56 76,401 411,586 

2003 New Jersey 18.64 77,056 413,397 

2004 New Jersey 18.77 77,660 413,734 

1997 New Mexico 16.94 17,465 103,128 

98–041 New Mexico 16.71 118,940 711,859 

2005 New Mexico 14.35 14,387 100,234 

1998 New Mexico 17.33 17,742 102,380 

1999 New Mexico 17.43 17,602 100,978 

2000 New Mexico 17.50 17,581 100,469 

2001 New Mexico 17.22 17,498 101,593 

2002 New Mexico 16.62 16,964 102,067 

2003 New Mexico 15.80 16,206 102,586 

2004 New Mexico 15.08 15,347 101,786 

See notes at end of exhibit. 

Appendix A4	 Page A4-67 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 New York 16.47 132,642 805,375 

98–041

 New York 15.81 941,901 5,957,463 

2005 New York 15.76 132,065 838,121 

1998 New York 16.53 135,164 817,468 

1999 New York 16.23 135,312 833,556 

2000 New York 16.12 136,767 848,364 

2001 New York 15.63 134,952 863,555 

2002 New York 15.31 133,360 871,248 

2003 New York 15.30 132,460 865,996 

2004 New York 15.62 133,886 857,276 

1997 North Carolina 13.77 52,496 381,302 

98–041

 North Carolina 14.39 421,273 2,928,116 

2005 North Carolina 13.00 57,018 438,453 

1998 North Carolina 14.25 55,548 389,920 

1999 North Carolina 14.71 58,952 400,835 

2000 North Carolina 14.25 58,952 413,850 

2001 North Carolina 15.04 63,692 423,443 

2002 North Carolina 14.68 63,231 430,690 

2003 North Carolina 14.26 61,792 433,422 

2004 North Carolina 13.56 59,106 435,956 

1997 North Dakota 10.99 4,060 36,936 

98–041

 North Dakota 13.18 30,525 231,684 

2005 North Dakota 13.72 4,149 30,251 

1998 North Dakota 11.90 4,207 35,368 

1999 North Dakota 12.43 4,311 34,692 

2000 North Dakota 13.09 4,397 33,588 

2001 North Dakota 13.35 4,380 32,800 

2002 North Dakota 13.59 4,385 32,258 

2003 North Dakota 13.75 4,369 31,775 

2004 North Dakota 14.35 4,476 31,203 

See notes at end of exhibit. 

Appendix A4	 Page A4-68 
 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Ohio 12.82 71,854 560,674 

98–041

 Ohio 14.04 562,103 4,002,797 

2005 Ohio 14.65 82,491 563,286 

1998 Ohio 13.15 73,917 562,119 

1999 Ohio 13.61 76,630 562,929 

2000 Ohio 13.97 79,492 569,103 

2001 Ohio 14.04 80,798 575,650 

2002 Ohio 14.41 83,471 579,255 

2003 Ohio 14.51 84,305 580,956 

2004 Ohio 14.58 83,490 572,785 

1997 Oklahoma 13.42 25,613 190,914 

98–041

 Oklahoma 15.67 205,938 1,314,124 

2005 Oklahoma 16.14 29,791 184,617 

1998 Oklahoma 14.21 26,823 188,711 

1999 Oklahoma 15.05 28,116 186,885 

2000 Oklahoma 15.74 29,385 186,664 

2001 Oklahoma 16.08 30,201 187,848 

2002 Oklahoma 16.31 30,913 189,543 

2003 Oklahoma 16.20 30,455 188,029 

2004 Oklahoma 16.12 30,045 186,444 

1997

98–041

 Oregon 

 Oregon 

13.93 

15.00 

23,619 

181,446 

169,594 

1,209,958 

2005 Oregon 14.20 24,233 170,670 

1998 Oregon 14.65 24,783 169,217 

1999 Oregon 15.48 26,291 169,821 

2000 Oregon 15.72 27,098 172,371 

2001 Oregon 15.31 26,917 175,778 

2002 Oregon 15.00 26,531 176,891 

2003 Oregon 14.50 25,213 173,944 

2004 Oregon 14.32 24,613 171,936 

See notes at end of exhibit. 

Appendix A4	 Page A4-69 
 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997

98–041

 Pennsylvania 

 Pennsylvania 

12.65 

14.46 

69,896 

584,907 

552,650 

4,045,190 

2005 Pennsylvania 15.97 91,341 571,846 

1998 Pennsylvania 13.11 73,310 559,258 

1999 Pennsylvania 13.63 76,942 564,440 

2000 Pennsylvania 14.11 81,550 578,044 

2001 Pennsylvania 14.36 84,216 586,598 

2002 Pennsylvania 14.98 88,039 587,563 

2003 Pennsylvania 15.32 90,052 587,642 

2004 Pennsylvania 15.61 90,798 581,645 

1997 Rhode Island 18.41 8,543 46,416 

98–041

 Rhode Island 20.50 71,555 349,022 

2005 Rhode Island 19.74 9,590 48,579 

1998 Rhode Island 19.25 9,045 46,983 

1999 Rhode Island 20.40 9,813 48,103 

2000 Rhode Island 21.09 10,389 49,252 

2001 Rhode Island 20.94 10,762 51,384 

2002 Rhode Island 21.07 10,934 51,898 

2003 Rhode Island 20.69 10,593 51,199 

2004 Rhode Island 19.96 10,019 50,203 

1997 South Carolina 13.77 28,561 207,381 

98–041

 South Carolina 15.32 232,774 1,519,898 

2005 South Carolina 14.15 30,625 216,458 

1998 South Carolina 14.67 30,848 210,349 

1999 South Carolina 15.43 32,688 211,912 

2000 South Carolina 15.87 34,179 215,397 

2001 South Carolina 16.35 35,135 214,944 

2002 South Carolina 15.47 34,380 222,293 

2003 South Carolina 15.03 33,391 222,208 

2004 South Carolina 14.43 32,153 222,795 

See notes at end of exhibit. 

Appendix A4	 Page A4-70 
 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 South Dakota 9.67 4,310 44,596 

98–041

 South Dakota 12.16 33,965 279,344 

2005 South Dakota 12.42 4,645 37,413 

1998 South Dakota 10.66 4,437 41,624 

1999 South Dakota 11.36 4,637 40,828 

2000 South Dakota 12.23 4,926 40,280 

2001 South Dakota 12.50 4,960 39,672 

2002 South Dakota 12.73 5,051 39,686 

2003 South Dakota 12.86 5,029 39,093 

2004 South Dakota 12.91 4,925 38,161 

1997 Tennessee 15.08 40,076 265,730 

98–041

 Tennessee 13.80 273,712 1,984,009 

2005 Tennessee 11.91 34,308 287,965 

1998 Tennessee 14.80 40,143 271,234 

1999 Tennessee 14.69 39,931 271,868 

2000 Tennessee 14.25 39,899 280,054 

2001 Tennessee 13.88 39,972 288,074 

2002 Tennessee 13.66 39,618 290,054 

2003 Tennessee 12.86 37,606 292,411 

2004 Tennessee 12.59 36,543 290,314 

1997 Texas 13.75 163,653 1,189,986 

98–041 Texas 13.55 1,195,311 8,820,819 

2005 Texas 12.64 168,881 1,335,793 

1998 Texas 13.97 168,104 1,203,289 

1999 Texas 14.05 170,565 1,213,657 

2000 Texas 14.00 172,869 1,235,145 

2001 Texas 13.60 171,648 1,261,947 

2002 Texas 13.18 169,693 1,287,166 

2003 Texas 13.08 170,707 1,305,101 

2004 Texas 13.06 171,725 1,314,514 

See notes at end of exhibit. 

Appendix A4	 Page A4-71 
 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997 Utah 12.01 16,986 141,405 

98–041

 Utah 12.09 121,386 1,003,810 

2005 Utah 12.07 18,041 149,512 

1998 Utah 12.07 16,941 140,370 

1999 Utah 12.15 17,040 140,269 

2000 Utah 11.97 16,897 141,223 

2001 Utah 11.98 17,179 143,431 

2002 Utah 12.09 17,471 144,496 

2003 Utah 12.25 17,759 144,935 

2004 Utah 12.14 18,099 149,086 

1997 Vermont 8.85 2,847 32,172 

98–041

 Vermont 10.26 20,533 200,178 

2005 Vermont 11.23 2,909 25,905 

1998 Vermont 13.20 4,288 32,484 

1999 Vermont 14.28 4,631 32,420 

2000 Vermont 14.23 4,559 32,040 

2001 Vermont 14.41 4,607 31,976 

2002 Vermont 14.29 4,498 31,467 

2003 Vermont 14.37 4,417 30,736 

2004 Vermont 14.68 4,351 29,642 

1997

98–041

 Virginia 

 Virginia 

14.50 

14.66 

48,717 

373,083 

335,919 

2,545,377 

2005 Virginia 13.94 52,216 374,614 

1998 Virginia 14.85 50,196 337,991 

1999 Virginia 14.98 51,713 345,200 

2000 Virginia 14.94 53,769 359,836 

2001 Virginia 14.74 54,295 368,326 

2002 Virginia 14.61 54,993 376,315 

2003 Virginia 14.39 54,564 379,287 

2004 Virginia 14.15 53,553 378,422 

See notes at end of exhibit. 

Appendix A4	 Page A4-72 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 10 

through 13 

children 

identified 

Number of 

children 

1997

98–041

 Washington 

 Washington 

11.68 

12.47 

35,841 

274,916 

306,803 

2,204,951 

2005 Washington 12.00 37,678 313,958 

1998 Washington 12.16 37,369 307,405 

1999 Washington 12.42 38,421 309,296 

2000 Washington 12.76 39,941 313,150 

2001 Washington 12.81 40,705 317,865 

2002 Washington 12.58 40,353 320,661 

2003 Washington 12.34 39,627 321,184 

2004 Washington 12.21 38,500 315,390 

1997 

98–041 

West Virginia 

West Virginia 

15.63

16.91

 14,168

 104,458

 90,637 

 617,910 

2005 West Virginia 15.54 13,339 85,833 

1998 West Virginia 16.64 14,825 89,104 

1999 West Virginia 17.18 15,143 88,155 

2000 West Virginia 17.40 15,298 87,900 

2001 West Virginia 17.28 15,245 88,237 

2002 West Virginia 17.10 15,182 88,781 

2003 West Virginia 16.66 14,726 88,370 

2004 West Virginia 16.07 14,039 87,363 

1997 Wisconsin 12.83 34,265 267,046 

98–041

 Wisconsin 14.16 262,502 1,853,867 

2005 Wisconsin 14.18 36,192 255,179 

1998 Wisconsin 13.28 35,354 266,241 

1999 Wisconsin 13.95 36,959 264,891 

2000 Wisconsin 14.41 38,328 266,050 

2001 Wisconsin 14.53 38,677 266,265 

2002 Wisconsin 14.25 38,129 267,520 

2003 Wisconsin 14.26 37,880 265,587 

2004 Wisconsin 14.45 37,175 257,313 

See notes at end of exhibit. 

Appendix A4	 Page A4-73 
 

 

Exhibit A4.7c. Percentage of 10- through 13-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

children age 10 children Number of 

Year State through 13 identified children 

1997 Wyoming 12.90 4,013 31,111 

98–041

 Wyoming 14.36 28,310 197,123 

2005 Wyoming 14.41 3,712 25,766 

1998 Wyoming 13.70 4,143 30,240 

1999 Wyoming 14.24 4,129 28,992 

2000 Wyoming 14.63 4,152 28,388 

2001 Wyoming 14.72 4,130 28,055 

2002 Wyoming 14.55 4,012 27,579 

2003 Wyoming 14.32 3,913 27,318 

2004 Wyoming 14.43 3,831 26,551 

1

 Throughout this exhibit, "98–04" presents the average of the 1998 through 2004 DANS and CCD 

data counts (nationally and by state) and the average percentage for the years 1998 through 2005. 

NOTE: National data represent the counts and average percentages for the 50 states and the 

District of Columbia. The numbers of children identified are the state counts of children identified 

for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. To compute 

the percentages, the ages of children with disabilities were aligned with the grades of the children 

for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 

14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of 

children identified for services in a given age group in a given state in a given year (or range of 

years) (DANS) was then divided by the total number of children enrolled in the corresponding 

grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part B, 1997 2005, retrieved December 7, 2007, from http://www.ideadata.org; 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 

1997–98 and 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4	 Page A4-74 
Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

19982004, and 2005) 

Average for 50 states and DC

Arizona
 

Idaho
 

Colorado
 

Utah
 

Washington
 

South Dakota
 

California
 

Alaska
 

Nevada
 

Georgia
 

North Dakota
 

Montana
 

Minnesota
 

Maryland
 

Texas
 

Wyoming
 

Oregon
 

Kentucky
 

Kansas
 

Connecticut
 

Tennessee
 

North Carolina
 

Michigan
 

Nebraska
 2005 

Alabama Average 1998-2004 Louisiana
 

Wisconsin
 1997 

Mississippi
 

Hawaii
 

Vermont
 

Arkansas
 

Virginia
 

Missouri
 

Ohio
 

Florida
 

Illinois
 

Delaware
 

Iowa
 

New York
 

New Mexico
 

South Carolina
 

Pennsylvania
 

New Hampshire
 

Indiana
 

Oklahoma
 

Massachusetts
 

West Virginia
 

Maine
 

New Jersey
 

Rhode Island
 

District of Columbia
 

0 10 15 20 25 

Percent 

NOTE: States are ordered by the percentage of 14- through 17-year-olds in grades 9–12 identified for services in 2005. Vertical

lines represent the average percentages for the 50 states and the District of Columbia. The numbers of children identified are the 

state counts of children identified for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count and children identified in earlier 

years who continue to receive services under IDEA. To compute the percentages, the ages of children with disabilities were aligned 

with the grades of the children for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5–8; 

14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of children identified for services in a 

given age group in a given state in a given year (or range of years) (DANS) was then divided by the total number of children enrolled 

in the corresponding grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, 

retrieved December 7, 2007, from http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, 

Common Core of Data, 1997–98 to 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 Page A4-75 
 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services under 

IDEA, national average for 50 states and DC, and in 50 states and the 

District of Columbia (1997, 1998–2004 average, and 2005)— 

Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 

98–041 

Average for 50 states and DC

Average for 50 states and DC 

 11.48 

12.60

1,473,579 

 12,054,901

12,840,160 

 95,656,194 

2005 Average for 50 states and DC 13.13 1,941,754 14,788,672 

1998 Average for 50 states and DC 11.76 1,525,965 12,981,206 

1999 Average for 50 states and DC 12.06 1,587,758 13,165,830 

2000 Average for 50 states and DC 12.33 1,645,179 13,339,942 

2001 Average for 50 states and DC 12.65 1,716,757 13,576,984 

2002 Average for 50 states and DC 12.92 1,797,448 13,907,507 

2003 Average for 50 states and DC 13.12 1,861,630 14,189,201 

2004 Average for 50 states and DC 13.25 1,920,164 14,495,524 

1997 Alabama 12.62 26,271 208,148 

98–041

 Alabama 13.34 190,871 1,431,092 

2005 Alabama 13.21 28,064 212,414 

1998 Alabama 12.90 26,517 205,630 

1999 Alabama 13.26 26,789 202,045 

2000 Alabama 13.52 27,218 201,358 

2001 Alabama 13.53 27,274 201,610 

2002 Alabama 13.39 27,599 206,159 

2003 Alabama 13.37 27,521 205,907 

2004 Alabama 13.41 27,953 208,383 

1997 Alaska 11.17 4,074 36,474 

98–041

 Alaska 11.03 30,540 276,770 

2005 Alaska 11.07 4,655 42,063 

1998 Alaska 10.80 4,146 38,394 

1999 Alaska 10.84 4,204 38,790 

2000 Alaska 10.98 4,272 38,914 

2001 Alaska 11.22 4,428 39,461 

2002 Alaska 11.13 4,451 39,984 

2003 Alaska 11.06 4,449 40,238 

2004 Alaska 11.20 4,590 40,989 

See notes at end of exhibit. 

Appendix A4	 Page A4-76 
 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Arizona 8.44 18,385 217,764 

98–041

 Arizona 9.65 178,161 1,845,479 

2005 Arizona 9.15 32,464 354,901 

1998 Arizona 8.82 19,829 224,867 

1999 Arizona 9.50 21,734 228,813 

2000 Arizona 9.84 23,318 236,933 

2001 Arizona 10.16 25,386 249,920 

2002 Arizona 9.74 26,980 276,984 

2003 Arizona 9.61 29,522 307,272 

2004 Arizona 9.79 31,392 320,690 

1997 Arkansas 11.41 15,226 133,449 

98–041

 Arkansas 13.23 122,682 927,398 

2005 Arkansas 14.17 19,585 138,237 

1998 Arkansas 11.77 15,590 132,507 

1999 Arkansas 12.20 16,215 132,893 

2000 Arkansas 12.73 16,741 131,511 

2001 Arkansas 13.39 17,598 131,418 

2002 Arkansas 14.02 18,467 131,716 

2003 Arkansas 14.23 18,878 132,712 

2004 Arkansas 14.26 19,193 134,641 

1997 California 9.08 143,392 1,578,929 

98–041

 California 9.91 1,221,675 12,333,242 

2005 California 10.15 198,238 1,953,077 

1998 California 9.34 152,061 1,627,284 

1999 California 9.57 160,370 1,675,778 

2000 California 9.68 165,334 1,707,952 

2001 California 9.97 173,951 1,745,295 

2002 California 10.17 183,711 1,807,054 

2003 California 10.25 190,037 1,854,518 

2004 California 10.24 196,211 1,915,361 

See notes at end of exhibit. 

Appendix A4	 Page A4-77 
 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Colorado 9.69 18,624 192,259 

98–041

 Colorado 9.73 144,227 1,483,095 

2005 Colorado 9.54 21,945 229,951 

1998 Colorado 9.70 19,123 197,136 

1999 Colorado 9.71 19,514 200,982 

2000 Colorado 9.71 20,183 207,942 

2001 Colorado 9.61 20,477 212,989 

2002 Colorado 9.79 21,276 217,397 

2003 Colorado 9.84 21,787 221,368 

2004 Colorado 9.71 21,867 225,281 

2005 Colorado 9.70 19,123 197,136 

1997 Connecticut 14.38 20,256 140,872 

98–041

 Connecticut 13.42 150,026 1,117,997 

2005 Connecticut 12.48 21,889 175,354 

1998 Connecticut 13.96 20,286 145,317 

1999 Connecticut 13.66 20,494 150,080 

2000 Connecticut 13.52 21,060 155,734 

2001 Connecticut 13.51 21,641 160,211 

2002 Connecticut 13.51 22,155 164,025 

2003 Connecticut 13.09 22,172 169,409 

2004 Connecticut 12.83 22,218 173,221 

1997 Delaware 10.58 3,510 33,188 

98–041

 Delaware 13.20 31,468 238,384 

2005 Delaware 14.73 5,348 36,298 

1998 Delaware 11.06 3,682 33,307 

1999 Delaware 12.04 3,921 32,562 

2000 Delaware 12.39 4,198 33,875 

2001 Delaware 13.14 4,500 34,257 

2002 Delaware 14.02 4,784 34,121 

2003 Delaware 14.52 5,048 34,770 

2004 Delaware 15.03 5,335 35,492 

See notes at end of exhibit. 

Appendix A4	 Page A4-78 
 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 District of Columbia 14.24 2,264 15,896 

98–041 District of Columbia 21.83 23,357 107,019 

2005 District of Columbia 19.84 3,724 18,769 

1998 District of Columbia 16.41 2,286 13,932 

1999 District of Columbia 16.61 2,632 15,849 

2000 District of Columbia 19.93 2,746 13,781 

2001 District of Columbia 24.39 3,300 13,530 

2002 District of Columbia 23.33 3,586 15,374 

2003 District of Columbia 27.12 4,564 16,828 

2004 District of Columbia 23.94 4,243 17,725 

1997 Florida 12.74 78,168 613,761 

98–041

 Florida 13.91 686,285 4,934,935 

2005 Florida 14.61 117,089 801,629 

1998 Florida 12.95 82,035 633,609 

1999 Florida 13.22 86,718 655,903 

2000 Florida 13.63 92,007 674,919 

2001 Florida 13.86 97,451 703,064 

2002 Florida 14.21 103,795 730,650 

2003 Florida 14.53 109,721 755,252 

2004 Florida 14.66 114,558 781,538 

1997

98–041

 Georgia 

 Georgia 

8.34 

10.54 

30,486 

294,407

365,429 

 2,792,969 

2005 Georgia 11.52 52,173 453,015 

1998 Georgia 8.78 32,652 371,905 

1999 Georgia 9.53 36,094 378,732 

2000 Georgia 10.15 39,075 384,954 

2001 Georgia 10.63 42,024 395,439 

2002 Georgia 11.21 45,657 407,451 

2003 Georgia 11.48 48,150 419,430 

2004 Georgia 11.67 50,755 435,058 

See notes at end of exhibit. 

Appendix A4	 Page A4-79 
 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Hawaii 9.14 4,885 53,448 

98–041

 Hawaii 13.32 49,452 371,280 

2005 Hawaii 13.96 7,712 55,258 

1998 Hawaii 10.66 5,684 53,338 

1999 Hawaii 12.33 6,480 52,565 

2000 Hawaii 13.61 7,082 52,031 

2001 Hawaii 13.60 7,156 52,613 

2002 Hawaii 14.22 7,525 52,922 

2003 Hawaii 14.50 7,758 53,519 

2004 Hawaii 14.31 7,767 54,292 

1997 Idaho 7.65 5,781 75,579 

98–041

 Idaho 9.22 49,053 532,140 

2005 Idaho 9.48 7,501 79,153 

1998 Idaho 7.99 6,084 76,118 

1999 Idaho 8.76 6,685 76,314 

2000 Idaho 9.34 6,974 74,696 

2001 Idaho 9.50 7,135 75,098 

2002 Idaho 9.73 7,329 75,355 

2003 Idaho 9.66 7,410 76,696 

2004 Idaho 9.55 7,436 77,863 

1997 Illinois 12.12 67,656 558,129 

98–041

 Illinois 13.65 559,352 4,096,781 

2005 Illinois 14.71 92,845 631,198 

1998 Illinois 12.47 69,664 558,505 

1999 Illinois 12.85 72,477 563,940 

2000 Illinois 13.27 76,076 573,246 

2001 Illinois 13.71 80,234 585,396 

2002 Illinois 14.01 83,377 595,349 

2003 Illinois 14.34 86,994 606,669 

2004 Illinois 14.75 90,530 613,676 

See notes at end of exhibit. 

Appendix A4	 Page A4-80 
 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Indiana 11.57 33,764 291,854 

98–041

 Indiana 13.89 281,402 2,026,612 

2005 Indiana 15.39 47,807 310,607 

1998 Indiana 12.01 34,771 289,486 

1999 Indiana 12.64 36,309 287,282 

2000 Indiana 13.27 37,650 283,832 

2001 Indiana 14.08 39,787 282,531 

2002 Indiana 14.66 42,318 288,607 

2003 Indiana 15.08 44,259 293,532 

2004 Indiana 15.37 46,308 301,342 

1997 Iowa 12.43 19,333 155,528 

98–041

 Iowa 14.23 153,532 1,079,131 

2005 Iowa 15.00 23,595 157,322 

1998 Iowa 12.80 19,943 155,834 

1999 Iowa 13.31 20,704 155,506 

2000 Iowa 13.73 21,283 155,073 

2001 Iowa 14.37 22,114 153,856 

2002 Iowa 14.99 22,811 152,147 

2003 Iowa 15.14 23,103 152,565 

2004 Iowa 15.29 23,574 154,150 

1997 Kansas 9.85 13,805 140,182 

98–041

 Kansas 11.29 113,361 1,004,007 

2005 Kansas 12.46 17,730 142,349 

1998 Kansas 10.18 14,458 142,094 

1999 Kansas 10.70 15,308 143,129 

2000 Kansas 11.04 15,877 143,784 

2001 Kansas 11.15 16,003 143,570 

2002 Kansas 11.62 16,776 144,334 

2003 Kansas 12.10 17,377 143,559 

2004 Kansas 12.24 17,562 143,537 

See notes at end of exhibit. 

Appendix A4	 Page A4-81 
 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Kentucky 

 Kentucky 

9.23 

11.15

17,723 

 144,885 

192,093 

1,299,894 

2005 Kentucky 12.39 23,658 190,975 

1998 Kentucky 9.53 17,956 188,371 

1999 Kentucky 10.06 18,797 186,919 

2000 Kentucky 10.26 19,682 191,816 

2001 Kentucky 11.64 20,871 179,275 

2002 Kentucky 11.93 21,767 182,479 

2003 Kentucky 12.27 22,518 183,599 

2004 Kentucky 12.43 23,294 187,435 

1997 Louisiana 12.29 25,549 207,966 

98–041

 Louisiana 13.50 185,394 1,373,615 

2005 Louisiana 13.62 23,478 172,444 

1998 Louisiana 12.46 25,593 205,393 

1999 Louisiana 12.56 25,773 205,282 

2000 Louisiana 13.25 25,784 194,653 

2001 Louisiana 13.67 26,448 193,536 

2002 Louisiana 13.99 26,994 192,902 

2003 Louisiana 14.33 27,423 191,319 

2004 Louisiana 14.37 27,379 190,530 

1997 Maine 14.61 8,552 58,543 

98–041

 Maine 15.95 68,199 427,703 

2005 Maine 17.19 10,656 62,007 

1998 Maine 14.71 8,664 58,917 

1999 Maine 14.94 8,945 59,860 

2000 Maine 15.38 9,345 60,782 

2001 Maine 16.14 9,854 61,067 

2002 Maine 16.50 10,210 61,873 

2003 Maine 16.75 10,497 62,659 

2004 Maine 17.08 10,684 62,545 

See notes at end of exhibit. 

Appendix A4	 Page A4-82 
 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Maryland 

 Maryland 

11.92 

12.31 

26,457 

213,873 

221,995 

1,737,760 

2005 Maryland 12.07 32,769 271,449 

1998 Maryland 11.96 27,681 231,534 

1999 Maryland 12.25 28,963 236,400 

2000 Maryland 12.34 29,716 240,843 

2001 Maryland 12.42 30,664 246,807 

2002 Maryland 12.45 31,562 253,506 

2003 Maryland 12.51 32,585 260,526 

2004 Maryland 12.20 32,702 268,144 

1997 Massachusetts 17.39 43,901 252,519 

98–041

 Massachusetts 16.65 321,734 1,932,753 

2005 Massachusetts 16.55 49,074 296,511 

1998 Massachusetts 17.62 45,405 257,693 

1999 Massachusetts 17.21 45,628 265,174 

2000 Massachusetts 16.94 46,178 272,575 

2001 Massachusetts 15.79 43,215 273,644 

2002 Massachusetts 16.12 45,458 281,939 

2003 Massachusetts 16.34 47,103 288,329 

2004 Massachusetts 16.62 48,747 293,399 

1997

98–041

 Michigan 

 Michigan 

11.00 

12.09 

48,561 

416,305 

441,403 

3,444,054 

2005 Michigan 13.01 70,082 538,642 

1998 Michigan 11.48 51,525 448,867 

1999 Michigan 11.89 54,000 454,253 

2000 Michigan 11.71 56,995 486,726 

2001 Michigan 11.92 59,235 497,159 

2002 Michigan 11.87 61,368 517,152 

2003 Michigan 12.62 64,963 514,701 

2004 Michigan 12.99 68,219 525,196 

See notes at end of exhibit. 

Appendix A4	 Page A4-83 
 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Minnesota 10.16 27,008 265,896 

98–041

 Minnesota 11.24 217,635 1,936,388 

2005 Minnesota 12.03 33,865 281,486 

1998 Minnesota 10.28 27,736 269,736 

1999 Minnesota 10.67 29,213 273,671 

2000 Minnesota 10.98 30,356 276,574 

2001 Minnesota 11.32 31,495 278,356 

2002 Minnesota 11.59 32,362 279,190 

2003 Minnesota 11.77 32,818 278,805 

2004 Minnesota 12.02 33,655 280,056 

1997

98–041 

 Mississippi 

Mississippi 

12.81 

12.63

17,080 

 113,451

133,301 

 898,207 

2005 Mississippi 13.73 18,149 132,192 

1998 Mississippi 12.34 16,148 130,815 

1999 Mississippi 12.35 15,972 129,342 

2000 Mississippi 12.18 15,610 128,171 

2001 Mississippi 12.27 15,502 126,361 

2002 Mississippi 12.47 15,829 126,932 

2003 Mississippi 13.13 16,714 127,333 

2004 Mississippi 13.68 17,676 129,253 

1997 Missouri 12.84 33,132 258,082 

98–041

 Missouri 14.06 263,647 1,875,473 

2005 Missouri 14.38 40,626 282,563 

1998 Missouri 13.05 33,937 259,990 

1999 Missouri 13.59 35,718 262,807 

2000 Missouri 13.79 36,591 265,356 

2001 Missouri 14.34 38,117 265,810 

2002 Missouri 14.59 39,566 271,262 

2003 Missouri 14.52 39,699 273,466 

2004 Missouri 14.46 40,019 276,782 

See notes at end of exhibit. 

Appendix A4	 Page A4-84 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Montana 9.64 4,847 50,288 

98–041

 Montana 10.84 37,269 343,754 

2005 Montana 11.92 5,671 47,562 

1998 Montana 9.93 4,998 50,348 

1999 Montana 10.17 5,083 49,965 

2000 Montana 10.50 5,206 49,565 

2001 Montana 10.88 5,347 49,151 

2002 Montana 11.28 5,498 48,727 

2003 Montana 11.47 5,515 48,092 

2004 Montana 11.74 5,622 47,906 

1997 Nebraska 10.99 10,000 90,997 

98–041

 Nebraska 12.23 77,658 635,147 

2005 Nebraska 13.08 11,978 91,591 

1998 Nebraska 11.80 10,779 91,386 

1999 Nebraska 11.63 10,615 91,247 

2000 Nebraska 11.86 10,760 90,713 

2001 Nebraska 12.15 10,989 90,442 

2002 Nebraska 12.36 11,159 90,289 

2003 Nebraska 12.61 11,367 90,125 

2004 Nebraska 13.18 11,989 90,945 

1997 Nevada 9.74 7,575 77,801 

98–041

 Nevada 10.88 72,496 666,524 

2005 Nevada 11.27 13,110 116,375 

1998 Nevada 9.69 7,926 81,767 

1999 Nevada 10.05 8,639 85,966 

2000 Nevada 10.69 9,614 89,966 

2001 Nevada 10.82 10,201 94,323 

2002 Nevada 11.40 11,228 98,538 

2003 Nevada 11.60 12,144 104,650 

2004 Nevada 11.45 12,744 111,314 

See notes at end of exhibit. 

Appendix A4	 Page A4-85 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 New Hampshire 

 New Hampshire 

13.44 

14.68 

7,567 

64,160 

56,301 

437,180 

2005 New Hampshire 15.30 10,267 67,112 

1998 New Hampshire 13.29 7,700 57,924 

1999 New Hampshire 13.73 8,219 59,868 

2000 New Hampshire 14.46 8,859 61,254 

2001 New Hampshire 14.84 9,240 62,286 

2002 New Hampshire 15.44 9,881 63,988 

2003 New Hampshire 15.37 10,037 65,325 

2004 New Hampshire 15.37 10,224 66,535 

1997

98–041

 New Jersey 

 New Jersey 

16.74 

17.74 

51,269 

433,545 

306,327 

2,444,641 

2005 New Jersey 18.19 74,103 407,314 

1998 New Jersey 17.23 53,059 307,945 

1999 New Jersey 17.65 55,169 312,631 

2000 New Jersey 17.92 57,785 322,555 

2001 New Jersey 17.62 61,561 349,406 

2002 New Jersey 17.70 65,341 369,109 

2003 New Jersey 18.01 68,962 382,910 

2004 New Jersey 17.91 71,668 400,085 

1997 New Mexico 13.98 13,433 96,080 

98–041 New Mexico 15.44 104,032 673,795 

2005 New Mexico 15.21 14,788 97,206 

1998 New Mexico 14.58 14,037 96,268 

1999 New Mexico 15.00 14,387 95,903 

2000 New Mexico 15.41 14,707 95,427 

2001 New Mexico 15.80 15,042 95,224 

2002 New Mexico 15.95 15,265 95,737 

2003 New Mexico 15.81 15,345 97,034 

2004 New Mexico 15.53 15,249 98,202 

See notes at end of exhibit. 

Appendix A4	 Page A4-86 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 New York 14.55 112,927 776,218 

98–041

 New York 15.64 874,496 5,592,142 

2005 New York 15.19 129,357 851,404 

1998 New York 15.09 116,895 774,469 

1999 New York 15.30 119,477 781,175 

2000 New York 15.76 123,264 782,021 

2001 New York 15.94 126,023 790,657 

2002 New York 16.02 128,556 802,393 

2003 New York 15.81 129,741 820,478 

2004 New York 15.52 130,540 840,949 

1997 North Carolina 10.00 32,972 329,647 

98–041

 North Carolina 12.17 309,209 2,540,940 

2005 North Carolina 12.89 53,271 413,318 

1998 North Carolina 10.56 35,271 333,983 

1999 North Carolina 11.30 38,568 341,200 

2000 North Carolina 11.08 38,568 348,168 

2001 North Carolina 12.57 45,166 359,398 

2002 North Carolina 12.94 48,145 371,987 

2003 North Carolina 13.17 50,862 386,190 

2004 North Carolina 13.16 52,629 400,014 

1997 North Dakota 8.72 3,334 38,242 

98–041

 North Dakota 10.38 26,055 251,047 

2005 North Dakota 11.79 3,849 32,645 

1998 North Dakota 8.87 3,369 38,001 

1999 North Dakota 9.47 3,577 37,783 

2000 North Dakota 10.04 3,691 36,780 

2001 North Dakota 10.47 3,728 35,593 

2002 North Dakota 10.93 3,840 35,136 

2003 North Dakota 11.19 3,844 34,363 

2004 North Dakota 12.00 4,006 33,391 

See notes at end of exhibit. 

Appendix A4	 Page A4-87 
 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Ohio 10.94 59,935 547,865 

98–041

 Ohio 12.59 486,070 3,861,658 

2005 Ohio 14.46 83,609 578,352 

1998 Ohio 11.24 60,833 541,138 

1999 Ohio 11.71 63,223 540,104 

2000 Ohio 12.06 65,264 541,403 

2001 Ohio 12.42 67,588 544,353 

2002 Ohio 13.07 72,479 554,490 

2003 Ohio 13.43 76,200 567,226 

2004 Ohio 14.05 80,483 572,944 

1997 Oklahoma 11.54 20,538 177,929 

98–041

 Oklahoma 13.81 170,609 1,235,069 

2005 Oklahoma 16.16 28,547 176,683 

1998 Oklahoma 11.86 21,307 179,642 

1999 Oklahoma 12.34 22,142 179,387 

2000 Oklahoma 12.99 22,962 176,709 

2001 Oklahoma 13.79 24,157 175,124 

2002 Oklahoma 14.63 25,516 174,356 

2003 Oklahoma 15.31 26,741 174,652 

2004 Oklahoma 15.86 27,784 175,199 

1997

98–041

 Oregon 

 Oregon 

9.52 

11.35 

15,191 

134,191 

159,559 

1,182,300 

2005 Oregon 12.35 21,268 172,185 

1998 Oregon 9.92 16,095 162,272 

1999 Oregon 10.59 17,545 165,730 

2000 Oregon 11.17 18,567 166,182 

2001 Oregon 11.54 19,515 169,117 

2002 Oregon 11.94 20,467 171,361 

2003 Oregon 12.03 20,735 172,375 

2004 Oregon 12.13 21,267 175,263 

See notes at end of exhibit. 

Appendix A4	 Page A4-88 
 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Pennsylvania 

 Pennsylvania 

11.37 

12.93 

60,860 

508,931 

535,069 

3,935,788 

2005 Pennsylvania 15.27 91,747 600,857 

1998 Pennsylvania 11.61 62,175 535,400 

1999 Pennsylvania 11.52 62,350 541,172 

2000 Pennsylvania 12.17 67,014 550,652 

2001 Pennsylvania 12.54 70,676 563,698 

2002 Pennsylvania 13.39 76,568 571,910 

2003 Pennsylvania 14.14 82,359 582,624 

2004 Pennsylvania 14.87 87,789 590,332 

1997 Rhode Island 16.65 6,889 41,373 

98–041

 Rhode Island 18.40 58,526 318,028 

2005 Rhode Island 18.77 9,301 49,552 

1998 Rhode Island 16.37 6,893 42,113 

1999 Rhode Island 17.44 7,457 42,751 

2000 Rhode Island 17.92 7,815 43,616 

2001 Rhode Island 18.80 8,508 45,263 

2002 Rhode Island 19.59 9,142 46,661 

2003 Rhode Island 19.34 9,315 48,166 

2004 Rhode Island 19.00 9,396 49,458 

1997 South Carolina 10.57 19,720 186,592 

98–041

 South Carolina 13.43 179,265 1,335,346 

2005 South Carolina 15.22 30,973 203,514 

1998 South Carolina 10.91 20,380 186,742 

1999 South Carolina 11.92 21,820 183,055 

2000 South Carolina 12.65 23,292 184,185 

2001 South Carolina 13.73 26,006 189,475 

2002 South Carolina 14.22 27,577 193,962 

2003 South Carolina 14.82 29,406 198,455 

2004 South Carolina 15.43 30,784 199,472 

See notes at end of exhibit. 

Appendix A4	 Page A4-89 
 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 South Dakota 7.03 3,113 44,300 

98–041

 South Dakota 9.05 25,618 283,170 

2005 South Dakota 10.09 3,883 38,482 

1998 South Dakota 7.87 3,271 41,546 

1999 South Dakota 8.16 3,376 41,400 

2000 South Dakota 8.72 3,550 40,718 

2001 South Dakota 8.99 3,637 40,479 

2002 South Dakota 9.45 3,838 40,598 

2003 South Dakota 9.98 3,944 39,522 

2004 South Dakota 10.29 4,002 38,907 

1997 Tennessee 14.29 34,241 239,659 

98–041

 Tennessee 13.67 242,031 1,769,998 

2005 Tennessee 12.71 35,258 277,352 

1998 Tennessee 14.03 33,801 240,872 

1999 Tennessee 13.26 33,378 251,809 

2000 Tennessee 13.88 33,455 241,038 

2001 Tennessee 13.67 34,217 250,392 

2002 Tennessee 14.00 35,608 254,271 

2003 Tennessee 13.59 35,525 261,405 

2004 Tennessee 13.34 36,047 270,211 

1997 Texas 12.39 131,215 1,059,416 

98–041 Texas 12.48 1,002,802 8,037,198 

2005 Texas 12.23 153,709 1,257,055 

1998 Texas 12.48 134,398 1,077,158 

1999 Texas 12.55 137,552 1,095,930 

2000 Texas 12.38 138,274 1,116,572 

2001 Texas 12.40 142,279 1,147,233 

2002 Texas 12.46 147,043 1,180,158 

2003 Texas 12.49 149,792 1,199,167 

2004 Texas 12.57 153,464 1,220,980 

See notes at end of exhibit. 

Appendix A4	 Page A4-90 
 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997 Utah 8.90 13,281 149,227 

98–041

 Utah 9.48 95,963 1,012,190 

2005 Utah 9.71 14,636 150,786 

1998 Utah 9.17 13,555 147,857 

1999 Utah 9.15 13,397 146,450 

2000 Utah 9.30 13,362 143,721 

2001 Utah 9.52 13,524 142,021 

2002 Utah 9.69 13,746 141,839 

2003 Utah 9.88 14,045 142,140 

2004 Utah 9.68 14,334 148,162 

1997 Vermont 11.21 3,456 30,836 

98–041

 Vermont 13.18 29,393 222,939 

2005 Vermont 14.11 4,494 31,856 

1998 Vermont 11.48 3,617 31,522 

1999 Vermont 12.53 3,998 31,913 

2000 Vermont 13.07 4,134 31,624 

2001 Vermont 13.76 4,373 31,787 

2002 Vermont 13.81 4,391 31,807 

2003 Vermont 13.65 4,381 32,091 

2004 Vermont 13.97 4,499 32,195 

1997

98–041

 Virginia 

 Virginia 

12.34 

13.72 

37,443 

323,379 

303,531 

2,357,033 

2005 Virginia 14.21 52,994 373,037 

1998 Virginia 12.84 39,636 308,627 

1999 Virginia 13.23 41,899 316,757 

2000 Virginia 13.38 44,040 329,148 

2001 Virginia 13.72 46,223 336,897 

2002 Virginia 14.07 48,653 345,720 

2003 Virginia 14.27 50,642 354,832 

2004 Virginia 14.32 52,286 365,052 

See notes at end of exhibit. 

Appendix A4	 Page A4-91 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

Year State 

children age 14 

through 17 

children 

identified 

Number of 

children 

1997

98–041

 Washington 

 Washington 

8.53 

9.58 

25,301 

210,579 

296,744 

2,198,721 

2005 Washington 10.01 33,288 332,503 

1998 Washington 8.83 26,665 302,103 

1999 Washington 8.98 27,744 308,964 

2000 Washington 9.37 29,070 310,403 

2001 Washington 9.65 30,213 312,943 

2002 Washington 9.93 31,538 317,607 

2003 Washington 10.03 32,302 322,101 

2004 Washington 10.18 33,047 324,600 

1997 

98–041

West Virginia 

 West Virginia 

12.77

15.36 

 12,004

91,307 

 94,012 

594,521 

2005 West Virginia 16.55 13,851 83,677 

1998 West Virginia 13.33 12,186 91,413 

1999 West Virginia 14.03 12,352 88,049 

2000 West Virginia 14.74 12,521 84,972 

2001 West Virginia 15.64 12,962 82,857 

2002 West Virginia 16.33 13,439 82,281 

2003 West Virginia 16.82 13,853 82,375 

2004 West Virginia 16.95 13,994 82,574 

1997 Wisconsin 10.62 29,534 278,072 

98–041

 Wisconsin 12.46 248,977 1,999,000 

2005 Wisconsin 13.64 39,728 291,176 

1998 Wisconsin 10.85 30,250 278,839 

1999 Wisconsin 11.66 32,804 281,314 

2000 Wisconsin 12.22 34,788 284,736 

2001 Wisconsin 12.67 36,420 287,557 

2002 Wisconsin 12.95 37,500 289,528 

2003 Wisconsin 13.15 38,163 290,219 

2004 Wisconsin 13.62 39,052 286,807 

See notes at end of exhibit. 

Appendix A4	 Page A4-92 
 

Exhibit A4.7d. Percentage of 14- through 17-year-olds identified for services 

under IDEA, national average for 50 states and DC, and in 50 

states and the District of Columbia (1997, 1998–2004 

average, and 2005)—Continued 

Percentage of Number of 

children age 14 children Number of 

Year State through 17 identified children 

1997 Wyoming 9.85 3,091 31,388 

98–041

 Wyoming 11.46 23,366 203,887 

2005 Wyoming 12.32 3,353 27,214 

1998 Wyoming 10.91 3,413 31,292 

1999 Wyoming 10.94 3,330 30,436 

2000 Wyoming 10.97 3,266 29,783 

2001 Wyoming 11.37 3,302 29,035 

2002 Wyoming 11.77 3,317 28,190 

2003 Wyoming 12.06 3,340 27,703 

2004 Wyoming 12.38 3,398 27,448 

1

 Throughout this exhibit, "98–04" presents the average of the 1998 through 2004 DANS and CCD 

data counts (nationally and by state) and the average percentage for the years 1998 through 2005. 

NOTE: National data represent the counts and average percentages for the 50 states and the 

District of Columbia. The numbers of children identified are the state counts of children identified 

for services under IDEA at a single time point between October 1 and December 1 of each year. 

These annual counts include both children newly identified in the year represented by the count 

and children identified in earlier years who continue to receive services under IDEA. To compute 

the percentages, the ages of children with disabilities were aligned with the grades of the children 

for their age, as follows: 6- through 9-year-olds, grades 1–4; 10- through 13-year-olds, grades 5-8; 

14- through 17-year-olds, grades 9–12; and 6- through 17-year-olds, grades 1–12. The number of 

children identified for services in a given age group in a given state in a given year (or range of 

years) (DANS) was then divided by the total number of children enrolled in the corresponding 

grade level in the same state in the same year (or range of years) (CCD). 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis 

System (DANS), Part B, 1997 2005, retrieved December 7, 2007, from http://www.ideadata.org; 

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 

1997–98 and 2005–06, retrieved December 10, 2007, from http://www.nces.ed.gov/ccd/bat/. 

Appendix A4	 Page A4-93 
Exhibit A4.8. Percentage of 6- through 12-year-olds identified for IDEA services in December 1999 who were declassified by sp

by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Percent 9 34 2 10 6 5 9 12 3 

Standard error 1.5 2.7 1.6 1.8 1.3 1.5 1.7 1.8 0.9 

Confidence interval 2.94 5.29 3.14 3.53 2.55 2.94 3.33 3.53 1.76 

# Rounds to zero. † Not applicable NOTE: Disability categories are: specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), emotional disturbance (ED), himpairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD) deaf-blindness intervals represent plus or minus 1.96 multiplied by the standard error.SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), parent interviews and 

2002. Reported in SEELS (2005). 

Exhibit A4.9. Mean WJ-III reading and mathematics scores of 6- to 17-year-old children identified for services under IDEA, by cl

Letter-word identification Passage comprehension Calculation 

Declassified Not declassified Declassified Not declassified Declassified Not declassified 

Standard score 96.26 82.12 92.25 82.59 103.68 90.91 Standard error 1.57 0.77 1.46 0.75 1.40 0.71 

Confidence interval 3.08 1.50 2.87 1.47 2.74 1.38 

NOTE: Scores reflect students’ performance on a research version of the Woodcock-Johnson III (WJ III) (Woodcock, McGrew, and Mather 2001). All measures are of 100 and a standard deviation of 15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct assessment 2002. R

Appendix A4 
Exhibit A4.10. Mean reading and mathematics scale scores of fourth- and eighth-grade students 

identified and not identified for services under IDEA (2003, 2005, and 2007) 

2003 2005 2007

Mean 

Standard 

error 

Sample 

size Mean 

Standard 

error 

Sample 

size Mean 

Standard 

error 

Sample 

size 

Reading, 

grade 4 

School-age 

children identified 

 

for IDEA services 

School-age 

children not 

identified for 

184.4 0.60 17,230 189.6 0.54 15,156 190.2 0.56 17,685

IDEA services 

Reading, 

grade 8 

School-age 

children identified 

219.8 

 

0.29 174,214 

 

220.2 0.23 153,244 

 

222.8 0.25 178,815

for IDEA services 

School-age 

children not 

identified for 

224.4 0.61 15,349 226.3 0.49 14,382 226.2 0.54 14,805

IDEA services 

Mathematics, 

grade 4 

School-age 

children identified 

265.5 

 

0.25 153,488 

 

264.0 0.18 159,800 

 

264.5 0.21 164,500

for IDEA services 

School-age 

children not 

identified for 

214.2 0.40 21,058 218.5 0.41 18,579 220.3 0.39 21,571

IDEA services 

Mathematics, 

grade 8 

School-age 

children identified 

236.5 

 

0.23 170,381 

 

239.6 0.17 150,321 

 

241.5 0.17 174,529

for IDEA services 

School-age 

children not 

identified for 

241.8 0.60 16,884 244.0 0.47 15,920 245.9 0.69 13,887

IDEA services 280.4 0.26 136,604 281.5 0.19 143,280 283.6 0.24 140,413

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-95 
Exhibit A4.11a. Mean reading scale scores of fourth-grade students identified for services under 

IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 184.4 0.60 17,230 189.6 0.54 15,156 190.2 0.56 17,685 

Alabama 158.3 3.52 357 165.5 4.04 260 179.2 3.29 315 

Alaska 177.1 3.47 390 180.3 2.42 336 181.4 2.84 300 

Arizona 177.2 4.04 246 174.2 4.31 240 180.1 3.46 273 

Arkansas 164.2 4.27 269 176.5 3.57 203 183.1 3.73 256 

California 175.9 2.38 706 174.9 2.48 784 175.1 2.89 742 

Colorado 185.3 2.95 323 186.7 2.44 261 193.6 2.83 245 

Connecticut 192.0 3.25 303 188.7 3.03 261 189.8 2.88 352 

Delaware 204.7 3.50 201 208.9 3.65 135 204.6 2.03 340 

District of Columbia 148.0 4.60 231 154.4 2.38 207 161.7 4.73 126 

DoDEA 189.2 2.68 291 193.9 3.12 175 202.5 2.90 165 

Florida 184.1 2.35 479 197.0 2.34 644 195.3 2.06 616 

Georgia 181.4 2.72 554 191.4 3.58 344 201.7 3.04 245 

Hawaii 162.1 2.73 328 167.0 2.68 224 170.8 3.35 420 

Idaho 175.4 2.59 340 184.4 2.72 210 185.0 2.93 288 

Illinois 182.9 3.82 532 189.7 3.42 344 192.5 2.97 510 

Indiana 187.8 3.11 378 187.6 2.68 336 192.4 2.22 363 

Iowa 180.6 3.01 258 175.7 2.67 320 179.6 3.26 330 

Kansas 185.0 2.61 343 187.0 3.33 320 190.8 4.27 240 

Kentucky 190.3 4.61 213 199.9 3.23 174 199.6 2.98 170 

Louisiana 172.3 3.18 428 179.9 3.11 252 181.1 2.73 352 

Maine 195.4 2.08 324 199.6 3.34 297 198.7 2.19 341 

Maryland 191.5 3.81 260 197.6 3.28 232 202.2 2.56 190 

Massachusetts 199.9 2.16 701 208.1 1.93 533 212.6 2.86 540 

Michigan 186.0 4.41 198 194.4 4.36 182 191.0 3.13 350 

Minnesota 184.6 2.05 389 195.0 3.58 297 196.3 2.91 324 

Mississippi 190.6 3.58 140 179.9 3.02 232 184.5 3.50 204 

Missouri 195.8 3.30 329 206.4 3.31 224 193.5 2.84 340 

Montana 187.7 3.18 267 192.6 2.91 224 191.4 3.21 279 

Nebraska 190.3 3.07 370 194.8 1.99 372 195.8 3.77 270 

Nevada 172.2 3.64 276 185.0 3.48 180 190.0 5.29 294 

New Hampshire 193.5 2.46 466 197.7 2.09 405 199.0 2.45 490 

New Jersey 196.0 2.59 369 187.8 3.37 319 202.3 3.41 350 

New Mexico 180.9 3.42 424 174.6 3.49 232 179.6 4.77 264 

New York 192.6 2.57 423 191.3 2.03 510 185.7 2.36 423 

North Carolina 194.3 2.58 519 188.3 2.51 546 188.2 2.15 684 

North Dakota 189.6 2.40 335 202.3 3.19 198 208.4 2.86 150 

Ohio 174.0 3.90 356 200.8 3.48 185 197.2 3.20 336 

Oklahoma 171.6 3.35 367 180.7 2.19 336 180.2 3.29 306 

Oregon 187.9 2.73 350 194.3 3.30 308 179.6 2.88 324 

Pennsylvania 179.1 3.09 399 191.5 3.56 385 190.1 3.09 432 

Rhode Island 190.1 2.57 531 189.9 2.50 476 189.6 1.98 495 

South Carolina 193.4 2.94 333 189.4 3.00 261 182.2 3.01 288 

South Dakota 192.2 2.80 340 192.4 2.40 280 201.6 3.11 192 

Tennessee 180.1 4.69 370 169.9 6.59 116 202.8 6.22 170 

Texas 190.7 3.33 427 197.1 1.99 644 194.5 3.05 600 

Utah 178.8 2.41 385 191.8 3.17 261 177.9 3.54 228 

Vermont 202.5 2.61 322 194.1 2.74 210 193.9 2.30 392 

Virginia 200.6 4.21 223 211.0 3.12 174 208.6 2.92 304 

Washington 188.2 2.42 347 190.2 3.05 290 191.6 2.36 273 

West Virginia 191.7 3.45 174 189.5 2.52 336 178.1 2.59 416 

Wisconsin 181.2 3.04 293 189.3 2.51 243 190.7 3.31 306 

Wyoming 184.0 1.98 361 187.8 2.58 252 195.6 2.14 280 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-96 
Exhibit A4.11b. Change in mean reading scale scores for fourth-grade students identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Stan- Stan- Standard BH dard BH dard BH 

error of signifiChange change p value cance

error of signifi-

 Change change p value cance

error of signifi-

 Change change p value cance 

National 5.2 0.80 p<.001 Y 

Alabama 7.2 5.36 0.178 

Alaska 3.2 4.23 0.457 

0.5 0.78 0.486 

13.7 5.21 0.009 Y 

1.1 3.73 0.760 

5.8 0.82 p<.001 Y 

20.9 4.82 p<.001 Y 

4.3 4.49 0.339 

Arizona -3.0 5.91 0.612 5.9 5.52 0.282 2.9 5.32 0.580 

Arkansas 12.3 5.56 0.027 6.6 5.16 0.201 18.9 5.67 0.001 Y 

California -0.9 3.44 0.784 0.2 3.81 0.958 -0.7 3.75 0.843 

Colorado 1.4 3.83 0.711 7.0 3.74 0.063 8.4 4.09 0.041 

Connecticut -3.2 4.45 0.469 1.1 4.19 0.793 -2.1 4.35 0.625 

Delaware 4.2 5.05 0.408 -4.4 4.17 0.295 -0.2 4.05 0.963 

District of Columbia 6.4 5.18 0.216 7.3 5.29 0.169 13.7 6.60 0.038 

DoDEA 4.7 4.11 0.252 8.6 4.26 0.042 13.3 3.95 0.001 Y 

Florida 12.8 3.32 p<.001 Y 

Georgia 10.0 4.49 0.026 

Hawaii 4.9 3.83 0.197 

-1.7 3.12 0.585 

10.3 4.70 0.029 

3.7 4.29 0.386 

11.1 3.13 p<.001 Y 

20.3 4.08 p<.001 Y 

8.7 4.32 0.045 

Idaho 9.0 3.76 0.016 0.6 4.00 0.888 9.6 3.91 0.014 

Illinois 6.8 5.13 0.186 2.8 4.53 0.529 9.6 4.84 0.047 

Indiana -0.2 4.10 0.967 4.7 3.48 0.175 4.5 3.82 0.234 

Iowa -4.9 4.02 0.223 3.9 4.21 0.357 -1.0 4.44 0.818 

Kansas 2.0 4.23 0.635 3.9 5.41 0.476 5.9 5.01 0.241 

Kentucky 9.6 5.63 0.088 

Louisiana 7.6 4.45 0.087 

-0.3 4.40 0.943 

1.2 4.14 0.774 

9.3 5.49 0.091 

8.8 4.19 0.036 

Maine 4.1 3.93 0.292 -0.8 3.99 0.839 3.3 3.02 0.270 

Maryland 6.1 5.03 0.227 

Massachusetts 8.2 2.90 0.005 Y 

Michigan 8.4 6.20 0.176 

Minnesota 10.3 4.12 0.012 Y 

4.6 4.16 0.267 

4.5 3.45 0.190 

-3.3 5.36 0.537 

1.3 4.61 0.774 

10.7 4.59 0.020 

12.7 3.58 p<.001 Y 

5.1 5.41 0.349 

11.7 3.57 0.001 Y 

Mississippi -10.7 4.68 0.022 

Missouri 10.5 4.67 0.024 

4.6 4.63 0.318 

-12.9 4.36 0.003 Y 

-6.1 5.01 0.222 

-2.3 4.35 0.591 

Montana 5.0 4.31 0.251 -1.2 4.33 0.773 3.7 4.52 0.412 

Nebraska 4.5 3.66 0.224 1.1 4.27 0.805 5.5 4.86 0.257 

Nevada 12.8 5.04 0.011 Y 5.1 6.33 0.425 17.9 6.42 0.005 Y 

New Hampshire 4.2 3.23 0.192 

New Jersey -8.2 4.25 0.054 

New Mexico -6.3 4.89 0.195 

1.2 3.22 0.703 

14.5 4.79 0.003 Y 

5.1 5.91 0.392 

5.4 3.47 0.117 

6.3 4.28 0.142 

-1.3 5.87 0.830 

New York -1.4 3.28 0.674 -5.6 3.11 0.072 -7.0 3.49 0.046 

North Carolina -6.1 3.60 0.092 -0.1 3.30 0.984 -6.1 3.36 0.067 

North Dakota 12.7 3.99 0.001 Y 

Ohio 26.8 5.22 p<.001 Y 

Oklahoma 9.0 4.01 0.024 

6.1 4.28 0.154 

-3.6 4.73 0.450 

-0.5 3.95 0.903 

18.8 3.74 p<.001 Y 

23.3 5.04 p<.001 Y 

8.6 4.70 0.068 

Oregon 6.4 4.28 0.135 

Pennsylvania 12.3 4.71 0.009 Y 

Rhode Island -0.2 3.58 0.961 

-14.8 4.38 0.001 Y 

-1.4 4.71 0.766 

-0.3 3.19 0.923 

-8.3 3.97 0.035 

10.9 4.37 0.012 Y 

-0.5 3.24 0.882 

South Carolina -4.0 4.20 0.343 -7.2 4.25 0.090 -11.2 4.21 0.008 Y 

South Dakota 0.2 3.69 0.953 9.2 3.93 0.019 9.4 4.18 0.024 

Tennessee -10.2 8.09 0.206 

Texas 6.4 3.88 0.100 

32.9 9.07 p<.001 Y 

-2.6 3.64 0.478 

22.7 7.79 0.004 Y 

3.8 4.51 0.400 

Utah 13.0 3.98 0.001 Y -13.9 4.75 0.003 Y -0.9 4.28 0.837 

Vermont -8.4 3.79 0.026 -0.2 3.58 0.955 -8.6 3.48 0.013 Y 

Virginia 10.5 5.24 0.046 

Washington 2.0 3.89 0.615 

West Virginia -2.2 4.27 0.606 

Wisconsin 8.2 3.94 0.038 

-2.4 4.27 0.567 

1.4 3.86 0.724 

-11.5 3.61 0.002 Y 

1.3 4.15 0.752 

8.0 5.12 0.117 

3.3 3.38 0.326 

-13.7 4.31 0.002 Y 

9.5 4.49 0.035 

Wyoming 3.8 3.25 0.241 7.8 3.35 0.020 11.6 2.92 p<.001 Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-97 
 

Exhibit A4.11c. Mean reading scale scores of fourth-grade students not identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 219.8 0.29 174,214 220.2 0.23 153,244 222.8 0.25 178,815 

Alabama 212.5 1.59 3,214 212.5 1.05 2,340 220.2 1.23 3,185 

Alaska 217.2 1.73 2,394 215.6 1.54 2,464 219.1 1.09 2,700 

Arizona 211.1 1.25 3,851 210.1 1.59 2,760 212.1 1.61 3,627 

Arkansas 218.3 1.36 3,096 220.2 1.00 2,697 220.0 1.13 2,944 

California 208.4 1.28 8,115 208.9 0.71 10,416 211.4 0.92 9,858 

Colorado 227.6 1.25 3,267 227.7 1.15 2,639 226.6 1.18 3,255 

Connecticut 232.0 1.04 3,069 229.8 0.99 2,639 232.1 1.26 2,848 

Delaware 225.4 0.62 3,155 226.8 0.79 2,565 227.2 0.77 3,060 

District of Columbia 192.1 0.83 2,652 194.6 0.96 2,093 198.7 0.84 1,974 

DoDEA 227.1 0.49 3,864 228.8 0.63 2,325 231.3 0.51 3,135 

Florida 223.4 1.14 3,208 223.4 0.92 3,956 227.6 0.83 4,984 

Georgia 217.2 1.28 4,990 216.5 1.28 3,956 220.0 0.99 4,655 

Hawaii 212.8 1.31 3,319 213.6 1.00 2,576 217.3 1.04 3,080 

Idaho 223.0 0.94 3,056 224.9 0.90 2,790 227.0 0.80 3,312 

Illinois 220.6 1.41 4,789 219.1 1.24 3,956 222.6 1.18 4,590 

Indiana 224.1 1.07 3,401 222.5 1.20 2,464 226.1 0.94 2,937 

Iowa 227.2 1.01 2,968 226.1 0.79 2,880 229.5 0.97 2,670 

Kansas 224.5 1.16 2,779 224.2 1.23 2,880 227.4 0.95 2,760 

Kentucky 221.0 1.25 3,334 221.4 1.09 2,726 224.5 1.07 3,230 

Louisiana 210.6 1.53 2,631 212.8 1.21 2,548 212.2 1.59 2,848 

Maine 227.9 0.94 2,622 228.1 0.84 2,403 229.8 0.85 2,759 

Maryland 221.0 1.32 3,458 222.1 1.27 2,668 226.5 1.14 3,610 

Massachusetts 232.6 1.21 3,975 235.2 0.91 3,567 239.4 1.14 3,960 

Michigan 220.6 1.19 3,758 220.3 1.39 2,418 223.2 1.34 3,150 

Minnesota 227.4 1.07 3,150 229.3 1.18 2,403 228.4 1.08 3,276 

Mississippi 206.3 1.37 3,354 206.7 1.27 2,668 209.9 1.02 3,196 

Missouri 225.0 1.11 3,326 222.6 0.98 2,576 224.8 0.89 3,060 

Montana 226.5 1.16 2,700 227.6 1.17 2,576 229.8 0.90 2,821 

Nebraska 225.3 0.85 2,477 225.3 1.23 2,728 226.6 1.21 2,730 

Nevada 210.4 1.20 3,175 208.8 1.20 2,820 212.9 1.13 3,906 

New Hampshire 233.4 0.98 2,860 233.1 0.88 2,295 234.3 0.90 3,010 

New Jersey 228.4 1.20 3,323 227.9 1.12 2,581 233.4 1.21 3,150 

New Mexico 207.2 1.62 2,602 210.0 1.18 2,668 214.4 1.20 3,036 

New York 225.3 1.10 4,275 226.6 1.00 4,590 228.7 0.96 4,277 

North Carolina 224.6 1.09 4,667 221.8 0.99 3,654 222.6 0.90 5,016 

North Dakota 225.9 0.85 2,707 227.3 0.68 2,002 227.7 0.99 2,850 

Ohio 225.6 0.94 4,732 223.9 1.31 3,515 228.1 1.10 3,864 

Oklahoma 219.4 1.12 2,970 218.9 1.20 2,464 220.8 1.05 3,094 

Oregon 221.3 1.41 3,147 219.8 1.45 2,492 219.7 1.34 3,276 

Pennsylvania 223.6 1.19 3,230 226.8 1.17 3,115 231.2 0.96 3,168 

Rhode Island 221.8 1.26 2,790 222.2 1.28 2,324 224.5 0.98 2,805 

South Carolina 217.1 1.29 3,372 215.9 1.31 2,639 217.7 1.18 3,312 

South Dakota 225.9 1.06 3,061 226.1 0.55 2,520 225.9 0.95 3,008 

Tennessee 215.5 1.59 3,332 216.5 1.26 2,784 216.6 1.23 3,230 

Texas 216.7 1.02 5,674 220.6 0.80 8,556 221.5 0.84 9,400 

Utah 224.0 0.98 3,466 224.4 1.04 2,639 225.0 1.12 3,572 

Vermont 229.1 1.00 2,606 230.9 0.91 1,890 233.5 0.80 2,408 

Virginia 224.7 1.50 3,493 226.8 0.86 2,726 228.9 1.11 3,496 

Washington 224.6 1.12 3,508 227.2 1.08 2,610 228.2 1.37 3,627 

West Virginia 221.0 1.02 2,729 218.3 0.89 2,464 222.0 0.93 2,784 

Wisconsin 225.2 0.73 2,958 224.7 0.93 2,457 226.9 1.09 3,094 

Wyoming 228.0 0.66 2,414 229.4 0.65 1,548 229.6 0.57 2,520 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-98 
Exhibit A4.11d Change in mean reading scale scores for fourth-grade students not identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

0.4 

 0.0 

 -1.6 

-1.0 

 1.8 

 0.6 

0.2 

 -2.3 

1.4 

2.5 

 1.8 

0.0 

-0.7 

0.8 

1.8 

 -1.5 

-1.5 

-1.1 

 -0.3 

 0.4 

 2.2 

0.2 

1.1 

 2.6 

-0.3 

 1.9 

0.4 

-2.4 

1.1 

 0.1 

 -1.5 

-0.3 

-0.5 

2.8 

1.3 

-2.8 

1.4 

-1.7 

 -0.5 

-1.4 

 3.2 

0.4 

-1.2 

0.2 

 0.9 

 3.9 

0.4 

 1.9 

 2.1 

 2.7 

-2.7 

 -0.6 

1.4 

0.37 

1.91 

2.32 

2.02 

1.69 

1.46 

1.70 

1.44 

1.00 

1.27 

0.80 

1.47 

1.81 

1.65 

1.30 

1.88 

1.61 

1.28 

1.69 

1.66 

1.95 

1.26 

1.84 

1.51 

1.84 

1.59 

1.87 

1.48 

1.64 

1.50 

1.70 

1.32 

1.64 

2.00 

1.48 

1.48 

1.09 

1.62 

1.64 

2.02 

1.67 

1.80 

1.84 

1.19 

2.03 

1.30 

1.42 

1.35 

1.73 

1.55 

1.35 

1.18 

0.93 

0.276 

0.999 

0.497 

0.606 

0.274 

0.701 

0.916 

0.115 

0.149 

0.049 

0.025 

0.980 

0.705 

0.611 

0.160 

0.440 

0.337 

0.391 

0.872 

0.810 

0.253 

0.861 

0.547 

0.086 

0.867 

0.237 

0.822 

0.106 

0.511 

0.962 

0.364 

0.793 

0.772 

0.158 

0.366 

0.061 

0.189 

0.302 

0.758 

0.481 

0.055 

0.825 

0.502 

0.846 

0.645 

0.003 

0.754 

0.170 

0.220 

0.084 

0.044 

0.635 

0.135 

Y 

2.6 

7.7 

3.5 

2.1 

-0.2 

2.5 

-1.2 

2.4 

0.4 

4.2 

2.4 

4.2 

3.4 

3.7 

2.1 

3.5 

3.5 

3.4 

3.2 

3.1 

-0.6 

1.7 

4.5 

4.3 

3.0 

-0.9 

3.2 

2.2 

2.2 

1.2 

4.1 

1.3 

5.5 

4.4 

2.1 

0.7 

0.4 

4.3 

1.9 

-0.2 

4.4 

2.3 

1.9 

-0.2 

0.2 

0.9 

0.6 

2.6 

2.0 

0.9 

3.7 

2.2 

0.2 

0.34 

1.62 

1.88 

2.26 

1.51 

1.16 

1.65 

1.60 

1.10 

1.28 

0.81 

1.24 

1.61 

1.44 

1.20 

1.72 

1.52 

1.25 

1.56 

1.53 

2.00 

1.19 

1.71 

1.46 

1.93 

1.60 

1.63 

1.33 

1.47 

1.73 

1.65 

1.26 

1.65 

1.68 

1.38 

1.34 

1.20 

1.71 

1.59 

1.97 

1.52 

1.61 

1.76 

1.10 

1.76 

1.17 

1.53 

1.21 

1.40 

1.74 

1.29 

1.43 

0.87 

p<.001 

p<.001 

0.061 

0.363 

0.895 

0.032 

0.471 

0.139 

0.744 

0.001 

0.003 

0.001 

0.033 

0.011 

0.074 

0.043 

0.020 

0.007 

0.039 

0.045 

0.760 

0.144 

0.009 

0.003 

0.126 

0.585 

0.048 

0.103 

0.135 

0.483 

0.013 

0.309 

0.001 

0.009 

0.131 

0.593 

0.716 

0.013 

0.221 

0.936 

0.004 

0.157 

0.288 

0.881 

0.929 

0.449 

0.702 

0.031 

0.144 

0.587 

0.004 

0.118 

0.806 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

3.0 

7.7 

2.0 

1.0 

1.6 

3.1 

-1.0 

0.1 

1.8 

6.7 

4.2 

4.2 

2.8 

4.5 

4.0 

2.0 

2.0 

2.3 

2.9 

3.5 

1.6 

2.0 

5.6 

6.9 

2.7 

1.0 

3.7 

-0.2 

3.3 

1.3 

2.6 

0.9 

5.0 

7.3 

3.4 

-2.0 

1.9 

2.6 

1.4 

-1.6 

7.6 

2.7 

0.6 

0.1 

1.1 

4.7 

1.0 

4.5 

4.2 

3.6 

1.0 

1.7 

1.6 

0.38 

2.01 

2.05 

2.04 

1.77 

1.57 

1.72 

1.63 

0.99 

1.18 

0.71 

1.41 

1.61 

1.67 

1.24 

1.84 

1.43 

1.40 

1.49 

1.64 

2.20 

1.27 

1.75 

1.66 

1.80 

1.52 

1.71 

1.42 

1.47 

1.48 

1.65 

1.33 

1.70 

2.01 

1.45 

1.42 

1.30 

1.45 

1.53 

1.94 

1.53 

1.59 

1.75 

1.42 

2.01 

1.32 

1.49 

1.28 

1.87 

1.77 

1.37 

1.31 

0.87 

p<.001 

p<.001 

0.337 

0.621 

0.351 

0.052 

0.559 

0.948 

0.069 

p<.001 

p<.001 

0.003 

0.087 

0.007 

0.001 

0.271 

0.164 

0.100 

0.049 

0.035 

0.464 

0.120 

0.001 

p<.001 

0.140 

0.509 

0.033 

0.877 

0.025 

0.386 

0.119 

0.479 

0.003 

p<.001 

0.019 

0.149 

0.153 

0.074 

0.346 

0.415 

p<.001 

0.093 

0.717 

0.962 

0.587 

p<.001 

0.489 

p<.001 

0.026 

0.040 

0.467 

0.200 

0.066 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-99 
Exhibit A4.11e. Difference in mean reading scale scores between fourth-grade students identified 

and not identified for services under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007 

Difference Difference Difference 

(Children not (Children not (Children not 

identified minus Standard identified minus Standard identified minus Standard 

identified) error identified) error identified) error 

National 35.4 0.66 30.6 0.58 32.7 0.62 

Alabama 54.2 3.87 47.0 4.18 41.0 3.51 

Alaska 40.1 3.88 35.3 2.87 37.7 3.04 

Arizona 33.9 4.23 35.9 4.59 32.0 3.81 

Arkansas 54.1 4.48 43.7 3.71 36.9 3.90 

California 32.5 2.70 34.0 2.58 36.3 3.04 

Colorado 42.3 3.21 41.1 2.69 32.9 3.07 

Connecticut 40.1 3.41 41.0 3.19 42.3 3.15 

Delaware 20.6 3.56 17.9 3.73 22.6 2.17 

District of Columbia 44.1 4.67 40.2 2.57 37.1 4.80 

DoDEA 37.9 2.73 34.9 3.18 28.7 2.94 

Florida 39.3 2.61 26.4 2.51 32.4 2.22 

Georgia 35.8 3.00 25.1 3.80 18.3 3.20 

Hawaii 50.7 3.03 46.6 2.86 46.5 3.51 

Idaho 47.6 2.76 40.4 2.87 42.0 3.03 

Illinois 37.7 4.07 29.4 3.64 30.1 3.19 

Indiana 36.2 3.29 34.9 2.93 33.7 2.41 

Iowa 46.6 3.17 50.4 2.79 49.9 3.40 

Kansas 39.5 2.86 37.3 3.55 36.6 4.37 

Kentucky 30.7 4.78 21.5 3.41 24.9 3.17 

Louisiana 38.3 3.52 32.9 3.34 31.1 3.16 

Maine 32.5 2.28 28.5 3.44 31.1 2.35 

Maryland 29.5 4.03 24.5 3.52 24.4 2.80 

Massachusetts 32.6 2.48 27.1 2.13 26.8 3.08 

Michigan 34.6 4.57 25.9 4.57 32.2 3.41 

Minnesota 42.8 2.31 34.3 3.77 32.1 3.11 

Mississippi 15.7 3.83 26.8 3.28 25.4 3.65 

Missouri 29.2 3.48 16.3 3.45 31.3 2.98 

Montana 38.8 3.39 34.9 3.13 38.4 3.33 

Nebraska 34.9 3.19 30.5 2.34 30.7 3.96 

Nevada 38.2 3.83 23.8 3.69 22.9 5.40 

New Hampshire 39.9 2.65 35.3 2.27 35.4 2.61 

New Jersey 32.4 2.85 40.1 3.55 31.2 3.62 

New Mexico 26.3 3.78 35.4 3.69 34.8 4.92 

New York 32.6 2.80 35.3 2.26 43.0 2.54 

North Carolina 30.3 2.80 33.6 2.70 34.4 2.33 

North Dakota 36.3 2.55 25.0 3.26 19.3 3.03 

Ohio 51.6 4.01 23.1 3.72 30.9 3.38 

Oklahoma 47.8 3.54 38.2 2.50 40.7 3.45 

Oregon 33.3 3.07 25.5 3.60 40.1 3.18 

Pennsylvania 44.5 3.31 35.4 3.75 41.2 3.23 

Rhode Island 31.7 2.86 32.3 2.81 34.9 2.21 

South Carolina 23.7 3.21 26.4 3.28 35.5 3.23 

South Dakota 33.7 2.99 33.7 2.46 24.4 3.25 

Tennessee 35.4 4.96 46.6 6.71 13.8 6.34 

Texas 26.0 3.48 23.5 2.15 26.9 3.16 

Utah 45.2 2.60 32.6 3.34 47.1 3.71 

Vermont 26.5 2.79 36.8 2.89 39.6 2.43 

Virginia 24.1 4.47 15.8 3.23 20.3 3.12 

Washington 36.3 2.66 37.0 3.24 36.6 2.73 

West Virginia 29.3 3.60 28.8 2.67 43.9 2.75 

Wisconsin 44.1 3.12 35.3 2.68 36.3 3.48 

Wyoming 44.0 2.09 41.6 2.66 34.0 2.22 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-100 
Exhibit A4.11f. Change in difference in mean reading scale scores between fourth-grade students 

identified and not identified for services under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

-4.8 

 -7.2 

 -4.7 

2.0 

 -10.4 

 1.5 

-1.2 

 1.0 

-2.7 

-3.9 

 -2.9 

-12.9 

-10.7 

-4.1 

-7.2 

 -8.2 

-1.4 

3.8 

 -2.3 

 -9.2 

 -5.4 

-3.9 

-5.0 

 -5.6 

-8.7 

 -8.5 

11.2 

-12.9 

-3.9 

 -4.4 

 -14.3 

-4.6 

7.7 

9.2 

2.7 

3.3 

-11.3 

-28.5 

 -9.6 

-7.8 

 -9.1 

0.6 

2.7 

0.0 

 11.2 

 -2.5 

-12.6 

 10.3 

 -8.3 

 0.7 

-0.5 

 -8.7 

-2.4 

0.88 

5.69 

4.83 

6.24 

5.81 

3.74 

4.19 

4.67 

5.15 

5.33 

4.19 

3.63 

4.84 

4.17 

3.98 

5.46 

4.41 

4.22 

4.56 

5.87 

4.85 

4.13 

5.35 

3.27 

6.47 

4.42 

5.04 

4.90 

4.61 

3.95 

5.32 

3.49 

4.56 

5.28 

3.60 

3.89 

4.14 

5.47 

4.33 

4.73 

5.00 

4.01 

4.59 

3.88 

8.35 

4.09 

4.23 

4.02 

5.51 

4.19 

4.48 

4.11 

3.38 

p<.001

0.205 

0.328 

0.754 

0.073 

0.687 

0.767 

0.838 

0.595 

0.464 

0.485 

p<.001

0.027 

0.325 

0.071 

0.132 

0.756 

0.368 

0.617 

0.117 

0.267 

0.343 

0.354 

0.088 

0.179 

0.056 

0.027 

0.008 

0.401 

0.268 

0.007 

0.191 

0.090 

0.083 

0.449 

0.395 

0.006 

p<.001

0.027 

0.098 

0.068 

0.887 

0.549 

0.997 

0.181 

0.537 

0.003 

0.011 

0.131 

0.863 

0.907 

0.034 

0.473 

 Y 

 Y 

Y 

Y 

Y 

 Y 

Y 

Y 

2.1 

-6.0 

2.4 

-3.9 

-6.8 

2.3 

-8.1 

1.3 

4.7 

-3.1 

-6.2 

5.9 

-6.8 

0.0 

1.6 

0.6 

-1.2 

-0.5 

-0.6 

3.4 

-1.8 

2.6 

-0.2 

-0.3 

6.3 

-2.2 

-1.4 

15.0 

3.5 

0.2 

-0.9 

0.1 

-9.0 

-0.6 

7.7 

0.8 

-5.7 

7.8 

2.4 

14.6 

5.8 

2.6 

9.1 

-9.4 

-32.8 

3.5 

14.5 

2.8 

4.5 

-0.4 

15.2 

0.9 

-7.6 

0.85 

5.46 

4.18 

5.97 

5.38 

3.99 

4.08 

4.48 

4.32 

5.45 

4.33 

3.36 

4.97 

4.53 

4.18 

4.84 

3.79 

4.39 

5.63 

4.66 

4.60 

4.17 

4.50 

3.75 

5.70 

4.88 

4.91 

4.56 

4.57 

4.60 

6.54 

3.46 

5.07 

6.15 

3.40 

3.57 

4.45 

5.03 

4.26 

4.80 

4.95 

3.57 

4.61 

4.08 

9.24 

3.82 

4.99 

3.78 

4.49 

4.23 

3.84 

4.39 

3.46 

0.015 

0.274 

0.567 

0.515 

0.206 

0.566 

0.046 

0.776 

0.273 

0.568 

0.151 

0.077 

0.170 

0.992 

0.704 

0.896 

0.756 

0.912 

0.908 

0.468 

0.695 

0.539 

0.973 

0.943 

0.271 

0.652 

0.778 

0.001 

0.450 

0.973 

0.887 

0.986 

0.077 

0.917 

0.024 

0.826 

0.202 

0.119 

0.569 

0.002 

0.240 

0.468 

0.049 

0.022 

p<.001 

0.365 

0.004 

0.457 

0.318 

0.921 

p<.001 

0.834 

0.028 

Y 

Y 

Y 

Y 

Y 

-2.8 

-13.2 

-2.3 

-1.9 

-17.2 

3.8 

-9.4 

2.2 

2.0 

-7.0 

-9.1 

-6.9 

-17.5 

-4.1 

-5.6 

-7.6 

-2.6 

3.3 

-2.9 

-5.8 

-7.2 

-1.4 

-5.1 

-5.8 

-2.4 

-10.7 

9.8 

2.1 

-0.4 

-4.2 

-15.3 

-4.5 

-1.2 

8.5 

10.4 

4.1 

-16.9 

-20.7 

-7.1 

6.8 

-3.3 

3.2 

11.8 

-9.3 

-21.6 

0.9 

1.9 

13.1 

-3.8 

0.3 

14.7 

-7.8 

-10.0 

0.90 

5.22 

4.93 

5.70 

5.94 

4.07 

4.44 

4.64 

4.17 

6.70 

4.01 

3.43 

4.39 

4.63 

4.10 

5.18 

4.08 

4.65 

5.22 

5.73 

4.73 

3.27 

4.91 

3.95 

5.70 

3.88 

5.29 

4.58 

4.75 

5.08 

6.62 

3.72 

4.61 

6.20 

3.78 

3.64 

3.96 

5.25 

4.94 

4.42 

4.63 

3.61 

4.56 

4.42 

8.05 

4.70 

4.53 

3.70 

5.45 

3.82 

4.53 

4.68 

3.04 

0.002 

0.012 

0.637 

0.734 

0.004 

0.351 

0.035 

0.631 

0.632 

0.295 

0.023 

0.044 

p<.001 

0.372 

0.171 

0.142 

0.531 

0.475 

0.575 

0.309 

0.129 

0.677 

0.297 

0.139 

0.671 

0.006 

0.065 

0.643 

0.930 

0.406 

0.021 

0.227 

0.787 

0.170 

0.006 

0.261 

p<.001 

p<.001 

0.149 

0.125 

0.472 

0.382 

0.009 

0.034 

0.007 

0.843 

0.673 

p<.001 

0.480 

0.936 

0.001 

0.096 

0.001 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-101 
 

Exhibit A4.11g. State mean reading scale score, adjusted national mean reading scale score, and 

difference between the two for fourth-grade students identified for services under 

IDEA, by state (2007) 

(1) 

Mean 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

mean 

(4) 

Standard 

error of 

adjusted 

national 

mean 

(4) 

Difference 

between col 3 

and col 1 

(5) 

Standard 

error of 

col 4 

(6) 

p value 

(6) 

BH significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

190.2 

 179.2 

 181.4 

180.1 

 183.1 

 175.1 

193.6 

 189.8 

204.6 

161.7 

 202.5 

195.3 

201.7 

170.8 

185.0 

 192.5 

192.4 

179.6 

 190.8 

 199.6 

 181.1 

198.7 

202.2 

 212.6 

191.0 

 196.3 

184.5 

193.5 

191.4 

 195.8 

 190.0 

199.0 

202.3 

179.6 

185.7 

188.2 

208.4 

197.2 

 180.2 

179.6 

 190.1 

189.6 

182.2 

201.6 

 202.8 

 194.5 

177.9 

 193.9 

 208.6 

 191.6 

178.1 

 190.7 

195.6 

0.56 

3.29 

2.84 

3.46 

3.73 

2.89 

2.83 

2.88 

2.03 

4.73 

2.90 

2.06 

3.04 

3.35 

2.93 

2.97 

2.22 

3.26 

4.27 

2.98 

2.73 

2.19 

2.56 

2.86 

3.13 

2.91 

3.50 

2.84 

3.21 

3.77 

5.29 

2.45 

3.41 

4.77 

2.36 

2.15 

2.86 

3.20 

3.29 

2.88 

3.09 

1.98 

3.01 

3.11 

6.22 

3.05 

3.54 

2.30 

2.92 

2.36 

2.59 

3.31 

2.14 

190.3 

190.2 

190.4 

190.2 

192.4 

190.1 

190.2 

190.1 

190.2 

190.2 

189.9 

189.8 

190.2 

190.2 

190.1 

190.1 

190.3 

190.2 

190.0 

190.3 

190.1 

189.9 

189.7 

190.1 

190.1 

190.2 

190.1 

190.2 

190.1 

190.2 

190.1 

189.8 

190.2 

190.5 

190.2 

190.1 

189.9 

190.3 

190.3 

190.2 

190.2 

190.3 

190.1 

189.9 

189.8 

190.3 

190.2 

189.7 

190.1 

190.2 

190.2 

190.2 

0.57 

0.56 

0.57 

0.57 

0.48 

0.57 

0.57 

0.56 

0.56 

0.56 

0.58 

0.57 

0.56 

0.57 

0.57 

0.57 

0.57 

0.57 

0.57 

0.57 

0.56 

0.57 

0.57 

0.57 

0.57 

0.57 

0.57 

0.56 

0.57 

0.57 

0.56 

0.57 

0.57 

0.58 

0.58 

0.56 

0.57 

0.57 

0.57 

0.57 

0.56 

0.57 

0.56 

0.56 

0.54 

0.57 

0.56 

0.57 

0.57 

0.57 

0.57 

0.56 

11.2 

8.8 

10.3 

7.2 

17.3 

-3.5 

0.3 

-14.4 

28.6 

-12.4 

-5.4 

-11.9 

19.5 

5.2 

-2.5 

-2.2 

10.7 

-0.7 

-9.6 

9.2 

-8.6 

-12.2 

-22.9 

-0.9 

-6.2 

5.7 

-3.4 

-1.2 

-5.7 

0.1 

-8.8 

-12.4 

10.6 

4.8 

2.0 

-18.3 

-7.3 

10.1 

10.7 

0.1 

0.6 

8.1 

-11.4 

-12.9 

-4.8 

12.4 

-3.7 

-18.9 

-1.4 

12.1 

-0.5 

-5.5 

 

3.34 

2.90 

3.50 

3.78 

2.93 

2.89 

2.94 

2.10 

4.76 

2.95 

2.14 

3.10 

3.40 

2.98 

3.02 

2.29 

3.31 

4.31 

3.04 

2.79 

2.26 

2.62 

2.92 

3.18 

2.97 

3.55 

2.90 

3.25 

3.81 

5.32 

2.51 

3.46 

4.80 

2.43 

2.22 

2.92 

3.25 

3.34 

2.94 

3.14 

2.06 

3.06 

3.16 

6.25 

3.09 

3.58 

2.37 

2.97 

2.43 

2.65 

3.36 

2.21 

 

0.001 

0.002 

0.003 

0.058 

p < .001 

0.223 

0.906 

p < .001 

p < .001 

p < .001 

0.012 

p < .001 

p < .001 

0.081 

0.416 

0.329 

0.001 

0.878 

0.002 

0.001 

p < .001 

p < .001 

p < .001 

0.776 

0.036 

0.105 

0.243 

0.707 

0.134 

0.980 

p < .001 

p < .001 

0.027 

0.048 

0.360 

p < .001 

0.024 

0.002 

p < .001 

0.969 

0.782 

0.008 

p < .001 

0.039 

0.123 

0.001 

0.114 

p < .001 

0.559 

p < .001 

0.884 

0.014 

Y

Y

Y

Y 

Y 

Y 

Y 

Y

Y 

Y 

Y

Y

Y

Y 

Y 

Y 

Y 

Y 

Y 

Y

Y 

Y

Y 

Y

Y 

Y 

Y

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-102 
Exhibit A4.11h. State mean reading scale score, adjusted national mean reading scale score, and 

difference between the two for fourth-grade students not identified for services under 

IDEA, by state (2007) 

(1) 

Mean 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

mean 

(4) 

Standard 

error of 

adjusted 

national 

mean 

(4) 

Difference: 

Adjusted 

national mean 

(col 3)– mean 

(col 1) 

(5) 

Standard 

error of 

difference 

(6) 

p value 

(6) 

BH significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

222.8 

 220.2 

 219.1 

212.1 

 220.0 

 211.4 

226.6 

 232.1 

227.2 

198.7 

 231.3 

227.6 

220.0 

217.3 

227.0 

 222.6 

226.1 

229.5 

 227.4 

 224.5 

 212.2 

229.8 

226.5 

 239.4 

223.2 

 228.4 

209.9 

224.8 

229.8 

 226.6 

 212.9 

234.3 

233.4 

214.4 

228.7 

222.6 

227.7 

228.1 

 220.8 

219.7 

 231.2 

224.5 

217.7 

225.9 

 216.6 

 221.5 

225.0 

 233.5 

 228.9 

 228.2 

222.0 

 226.9 

229.6 

0.25 

1.23 

1.09 

1.61 

1.13 

0.92 

1.18 

1.26 

0.77 

0.84 

0.51 

0.83 

0.99 

1.04 

0.80 

1.18 

0.94 

0.97 

0.95 

1.07 

1.59 

0.85 

1.14 

1.14 

1.34 

1.08 

1.02 

0.89 

0.90 

1.21 

1.13 

0.90 

1.21 

1.20 

0.96 

0.90 

0.99 

1.10 

1.05 

1.34 

0.96 

0.98 

1.18 

0.95 

1.23 

0.84 

1.12 

0.80 

1.11 

1.37 

0.93 

1.09 

0.57 

222.9 

222.8 

223.1 

222.9 

224.5 

222.8 

222.7 

222.8 

222.9 

222.8 

222.6 

222.9 

222.9 

222.8 

222.8 

222.8 

222.8 

222.8 

222.8 

223.0 

222.8 

222.8 

222.5 

222.8 

222.7 

223.0 

222.8 

222.8 

222.8 

222.9 

222.8 

222.5 

222.9 

222.4 

222.8 

222.8 

222.6 

222.9 

222.9 

222.5 

222.8 

222.9 

222.8 

223.0 

223.0 

222.8 

222.8 

222.7 

222.7 

222.8 

222.8 

222.8 

0.26 

0.25 

0.26 

0.26 

0.26 

0.26 

0.26 

0.25 

0.25 

0.25 

0.26 

0.26 

0.25 

0.25 

0.26 

0.26 

0.26 

0.26 

0.26 

0.26 

0.25 

0.26 

0.26 

0.26 

0.26 

0.26 

0.26 

0.25 

0.26 

0.26 

0.25 

0.26 

0.26 

0.26 

0.26 

0.25 

0.26 

0.26 

0.26 

0.26 

0.25 

0.26 

0.25 

0.26 

0.27 

0.26 

0.25 

0.26 

0.26 

0.25 

0.26 

0.25 

2.7 

3.7 

10.9 

2.9 

13.1 

-3.8 

-9.4 

-4.3 

24.1 

-8.4 

-5.1 

3.0 

5.6 

-4.2 

0.3 

-3.3 

-6.8 

-4.6 

-1.7 

10.8 

-7.0 

-3.8 

-16.9 

-0.4 

-5.7 

13.0 

-2.0 

-7.0 

-3.7 

10.0 

-11.6 

-10.9 

8.5 

-6.2 

0.3 

-4.9 

-5.5 

2.0 

3.2 

-8.7 

-1.6 

5.2 

-3.1 

6.3 

1.5 

-2.2 

-10.7 

-6.2 

-5.5 

0.8 

-4.2 

-6.8 

 

1.26 

1.12 

1.63 

1.16 

0.95 

1.21 

1.28 

0.81 

0.88 

0.57 

0.87 

1.02 

1.07 

0.84 

1.21 

0.98 

1.00 

0.98 

1.10 

1.61 

0.88 

1.17 

1.17 

1.37 

1.11 

1.06 

0.93 

0.94 

1.24 

1.16 

0.94 

1.23 

1.23 

0.99 

0.94 

1.02 

1.13 

1.08 

1.36 

1.00 

1.01 

1.21 

0.99 

1.26 

0.89 

1.15 

0.84 

1.14 

1.39 

0.96 

1.12 

0.62 

 

0.035 

0.001 

p < .001 

0.013 

p < .001 

0.002 

p < .001 

p < .001 

p < .001 

p < .001 

p < .001 

0.004 

p < .001 

p < .001 

0.827 

0.001 

p < .001 

p < .001 

0.130 

p < .001 

p < .001 

0.001 

p < .001 

0.774 

p < .001 

p < .001 

0.031 

p < .001 

0.002 

p < .001 

p < .001 

p < .001 

p < .001 

p < .001 

0.769 

p < .001 

p < .001 

0.062 

0.019 

p < .001 

0.105 

p < .001 

0.002 

p < .001 

0.089 

0.058 

p < .001 

p < .001 

p < .001 

0.407 

p < .001 

p < .001 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-103 
 

Exhibit A4.11i. State and adjusted national differences between mean reading scale scores of fourth 

grade students identified and not identified for services under IDEA, and difference, 

by state (2007) 

(3) 

(1) Adjusted 

State national 

difference difference (3) 

between between Standard (4) 

children not children not error of Difference (5) 

identified (2) identified adjusted between Standard (7) 

and children Standard and children national col 3 and error of (6) BH signifiidentified error identified difference col 1 col 4 p value cance 

National 32.7 0.62 

Alabama 41.0 3.51 32.5 0.62 -8.5 3.57 0.017 

Alaska 37.7 3.04 32.6 0.62 -5.1 3.11 0.102 

Arizona 32.0 3.81 32.7 0.62 0.7 3.86 0.858 

Arkansas 36.9 3.90 32.6 0.62 -4.3 3.95 0.280 

California 36.3 3.04 32.1 0.54 -4.1 3.08 0.180 

Colorado 32.9 3.07 32.7 0.62 -0.3 3.13 0.933 

Connecticut 42.3 3.15 32.5 0.62 -9.8 3.21 0.002 Y 

Delaware 22.6 2.17 32.7 0.62 10.1 2.26 p < .001 Y 

District of Columbia 37.1 4.80 32.7 0.62 -4.4 4.84 0.360 

DoDEA 28.7 2.94 32.7 0.62 4.0 3.01 0.188 

Florida 32.4 2.22 32.7 0.64 0.3 2.32 0.890 

Georgia 18.3 3.20 33.2 0.63 14.9 3.26 p < .001 Y 

Hawaii 46.5 3.51 32.6 0.62 -13.9 3.56 p < .001 Y 

Idaho 42.0 3.03 32.6 0.62 -9.4 3.10 0.002 Y 

Illinois 30.1 3.19 32.8 0.63 2.7 3.26 0.403 

Indiana 33.7 2.41 32.6 0.63 -1.1 2.49 0.672 

Iowa 49.9 3.40 32.5 0.62 -17.4 3.46 p < .001 Y 

Kansas 36.6 4.37 32.6 0.62 -4.0 4.42 0.367 

Kentucky 24.9 3.17 32.8 0.62 7.9 3.23 0.015 Y 

Louisiana 31.1 3.16 32.7 0.62 1.6 3.22 0.619 

Maine 31.1 2.35 32.7 0.62 1.6 2.43 0.517 

Maryland 24.4 2.80 32.8 0.63 8.5 2.87 0.003 Y 

Massachusetts 26.8 3.08 32.8 0.63 6.0 3.14 0.057 

Michigan 32.2 3.41 32.7 0.63 0.5 3.46 0.882 

Minnesota 32.1 3.11 32.7 0.63 0.6 3.17 0.859 

Mississippi 25.4 3.65 32.7 0.62 7.3 3.70 0.049 

Missouri 31.3 2.98 32.7 0.63 1.4 3.04 0.652 

Montana 38.4 3.33 32.6 0.62 -5.7 3.39 0.091 

Nebraska 30.7 3.96 32.7 0.62 2.0 4.01 0.624 

Nevada 22.9 5.40 32.7 0.62 9.9 5.44 0.070 

New Hampshire 35.4 2.61 32.7 0.62 -2.7 2.68 0.311 

New Jersey 31.2 3.62 32.7 0.63 1.5 3.67 0.676 

New Mexico 34.8 4.92 32.6 0.62 -2.2 4.96 0.664 

New York 43.0 2.54 32.0 0.64 -11.0 2.62 p < .001 Y 

North Carolina 34.4 2.33 32.6 0.63 -1.8 2.41 0.467 

North Dakota 19.3 3.03 32.7 0.62 13.4 3.09 p < .001 Y 

Ohio 30.9 3.38 32.7 0.63 1.8 3.44 0.595 

Oklahoma 40.7 3.45 32.6 0.62 -8.1 3.51 0.021 

Oregon 40.1 3.18 32.6 0.62 -7.5 3.24 0.020 

Pennsylvania 41.2 3.23 32.3 0.63 -8.9 3.29 0.007 Y 

Rhode Island 34.9 2.21 32.7 0.62 -2.2 2.29 0.336 

South Carolina 35.5 3.23 32.6 0.62 -2.9 3.29 0.378 

South Dakota 24.4 3.25 32.7 0.62 8.3 3.31 0.012 Y 

Tennessee 13.8 6.34 33.0 0.62 19.2 6.37 0.003 Y 

Texas 26.9 3.16 33.2 0.60 6.3 3.22 0.051 

Utah 47.1 3.71 32.5 0.62 -14.6 3.77 p < .001 Y 

Vermont 39.6 2.43 32.6 0.62 -7.0 2.51 0.006 Y 

Virginia 20.3 3.12 33.0 0.63 12.7 3.18 p < .001 Y 

Washington 36.6 2.73 32.6 0.63 -4.0 2.80 0.149 

West Virginia 43.9 2.75 32.6 0.62 -11.3 2.82 p < .001 Y 

Wisconsin 36.3 3.48 32.6 0.62 -3.7 3.54 0.300 

Wyoming 34.0 2.22 32.7 0.62 -1.3 2.30 0.567 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-104 
Exhibit A4.11j. Mean reading scale scores of fourth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) 

National
 

Massachusetts
 

New Hampshire
 

Vermont
 

New Jersey
 

Connecticut
 

DoDEA
 

Pennsylvania
 

Maine
 

Montana
 

Wyoming
 

Iowa
 

Virginia
 

New York
 

Minnesota
 

Washington
 

Ohio
 

North Dakota
 

Florida
 

Kansas
 

Delaware
 

Idaho
 

Wisconsin
 

Colorado
 

Nebraska
 Children identified Maryland for IDEA services 

Indiana
 

South Dakota
 Children not identified 

for IDEA services Utah
 

Missouri
 

Kentucky
 

Rhode Island
 

Michigan
 

Illinois
 

North Carolina
 

West Virginia
 

Texas
 

Oklahoma
 

Alabama
 

Arkansas
 

Georgia
 

Oregon
 

Alaska
 

South Carolina
 

Hawaii
 

Tennessee
 

New Mexico
 

Nevada
 

Louisiana
 

Arizona
 

California
 

Mississippi
 

District of Columbia
 

140 160 180 200 220 240 260 280 300 320

Scale score
 

Exhibit reads: The mean reading scale score of fourth-grade students identified for services under IDEA in 

Massachusetts was 213 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. 

DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-105
Exhibit A4.12a. Mean reading scale scores of eighth-grade students identified for services under 

IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 224.4 0.61 15,349 226.3 0.49 14,382 226.2 0.54 14,805 

Alabama 205.7 3.24 262 207.4 3.48 253 202.6 2.80 261

Alaska 220.8 3.23 334 226.2 2.54 260 224.5 2.56 270

Arizona 213.6 3.30 227 216.6 2.09 240 218.3 3.93 210

Arkansas 214.4 2.87 264 211.2 2.82 224 218.2 3.61 208

California 207.7 2.48 512 213.5 1.69 714 210.6 2.14 623

Colorado 225.5 2.63 225 230.2 2.61 175 235.4 2.77 203

Connecticut 229.2 2.64 310 230.7 2.88 336 232.1 3.07 308

Delaware 224.5 2.31 218 231.3 3.28 140 238.6 2.20 300

District of Columbia 199.3 2.52 203 199.2 2.65 210 210.1 4.23 126

DoDEA 231.4 2.35 211 236.2 3.42 108 237.1 4.44 85

Florida 222.9 2.63 334 227.6 2.45 492 228.4 2.45 484

Georgia 211.9 3.78 347 225.7 2.72 273 231.0 2.76 190

Hawaii 208.8 2.56 353 208.1 2.55 308 209.5 3.08 348

Idaho 222.7 2.11 246 228.8 2.87 232 225.9 3.28 240

Illinois 233.7 2.13 437 230.6 2.03 462 227.9 2.63 420

Indiana 224.9 2.41 300 230.0 2.73 319 229.7 2.25 319

Iowa 228.5 2.25 331 230.4 1.82 336 227.0 2.55 330

Kansas 232.3 2.41 333 234.9 2.94 252 231.7 2.63 240

Kentucky 229.1 4.41 178 224.8 3.95 145 229.5 2.84 145

Louisiana 218.6 4.41 224 212.3 4.13 200 221.1 2.55 275

Maine 237.6 2.52 359 237.3 2.16 338 240.4 2.36 308

Maryland 227.7 3.05 278 229.0 3.21 216 235.5 3.11 145

Massachusetts 238.9 2.27 515 246.0 2.59 456 245.6 2.39 480

Michigan 228.5 4.81 168 230.0 3.48 182 223.6 3.20 280

Minnesota 230.7 3.12 271 235.6 3.00 260 233.2 2.75 279

Mississippi 216.7 4.27 83 206.3 3.59 140 204.7 4.08 168

Missouri 236.6 2.81 228 230.2 3.05 224 224.7 2.88 300

Montana 238.5 2.92 269 234.4 2.46 243 235.1 2.34 252

Nebraska 231.5 2.15 308 230.3 2.23 319 232.0 2.69 252

Nevada 214.3 1.94 272 214.0 2.52 252 218.4 3.80 196

New Hampshire 237.5 2.15 442 244.1 2.17 400 244.0 2.11 420

New Jersey 230.8 3.14 375 238.7 2.80 364 236.5 2.59 300

New Mexico 222.9 2.41 498 214.3 2.27 280 219.1 3.63 232

New York 226.6 2.58 363 231.8 1.83 405 229.9 2.64 360

North Carolina 236.1 3.29 427 220.8 2.10 492 226.0 3.39 540

North Dakota 233.3 2.26 273 243.0 2.62 225 240.3 2.42 125

Ohio 225.5 3.51 265 231.1 2.87 252 234.9 3.03 320

Oklahoma 217.2 3.05 322 228.3 2.72 286 220.8 2.34 252

Oregon 232.6 2.78 276 224.5 3.13 208 230.7 2.64 252

Pennsylvania 227.2 2.32 367 227.9 3.06 348 234.2 2.69 360

Rhode Island 233.2 1.84 443 230.0 1.76 493 229.2 2.22 435

South Carolina 229.3 3.17 188 223.9 3.39 196 219.3 3.54 240

South Dakota 231.3 2.56 203 228.4 1.98 224 230.0 3.71 180

Tennessee 234.8 3.31 297 215.6 4.52 130 228.3 5.82 150

Texas 223.3 3.39 382 223.1 2.01 680 225.4 2.41 462

Utah 220.8 2.80 224 219.2 2.41 203 216.0 3.64 174

Vermont 245.4 2.02 356 235.8 1.74 345 248.2 2.44 294

Virginia 236.0 2.99 209 239.6 3.39 196 235.7 2.91 240

Washington 222.1 2.94 269 225.1 4.01 224 223.6 3.23 224

West Virginia 223.0 2.73 220 220.9 3.47 286 210.0 2.27 390

Wisconsin 225.5 2.66 268 229.5 2.96 243 220.5 3.10 261

Wyoming 234.5 1.84 331 233.8 2.53 231 232.1 2.83 210

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-106 
Exhibit A4.12b. Change in mean reading scale scores for eighth-grade students identified for services 

under IDEA, by state (2003, 2005, and 2007) 

Change 

2003 to 2005 2005 to 2007 2003 to 2007 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

1.9 

 1.8 

 5.4 

3.0 

 -3.2 

 5.9 

4.6 

 1.5 

6.8 

-0.1 

 4.8 

4.7 

13.8 

-0.6 

6.1 

 -3.1 

5.1 

1.9 

 2.6 

 -4.3 

 -6.3 

-0.3 

1.3 

 7.1 

1.5 

 4.8 

-10.4 

-6.4 

-4.1 

 -1.1 

 -0.2 

6.5 

7.9 

-8.6 

5.1 

-15.3 

9.7 

5.6 

 11.1 

-8.1 

 0.7 

-3.2 

-5.4 

-2.9 

 -19.1 

 -0.2 

-1.6 

 -9.6 

 3.6 

 3.0 

-2.2 

 4.0 

-0.7 

0.78 

4.75 

4.11 

3.91 

4.03 

3.00 

3.70 

3.91 

4.01 

3.66 

4.16 

3.60 

4.66 

3.61 

3.56 

2.94 

3.64 

2.89 

3.80 

5.92 

6.05 

3.31 

4.43 

3.44 

5.94 

4.32 

5.58 

4.15 

3.82 

3.10 

3.18 

3.06 

4.21 

3.31 

3.16 

3.90 

3.46 

4.53 

4.09 

4.19 

3.84 

2.54 

4.64 

3.24 

5.61 

3.93 

3.70 

2.66 

4.52 

4.97 

4.41 

3.98 

3.13 

0.013 

0.709 

0.192 

0.439 

0.420 

0.050 

0.210 

0.703 

0.088 

0.982 

0.249 

0.189 

0.003 

0.859 

0.089 

0.292 

0.160 

0.512 

0.494 

0.467 

0.298 

0.922 

0.763 

0.039 

0.804 

0.262 

0.063 

0.126 

0.284 

0.714 

0.940 

0.033 

0.059 

0.009 

0.105 

p<.001

0.005 

0.220 

0.007 

0.053 

0.861 

0.205 

0.245 

0.370 

0.001 

0.957 

0.672 

p<.001

0.428 

0.547 

0.625 

0.317 

0.814 

Y 

Y 

 Y 

Y 

Y 

Y 

 Y 

-0.1 

-4.9 

-1.7 

1.7 

7.0 

-2.9 

5.2 

1.4 

7.3 

10.9 

0.9 

0.8 

5.3 

1.3 

-3.0 

-2.6 

-0.3 

-3.3 

-3.1 

4.7 

8.8 

3.1 

6.5 

-0.4 

-6.3 

-2.4 

-1.6 

-5.5 

0.6 

1.7 

4.3 

0.0 

-2.3 

4.8 

-1.8 

5.2 

-2.7 

3.9 

-7.4 

6.2 

6.2 

-0.8 

-4.6 

1.6 

12.7 

2.3 

-3.2 

12.4 

-3.8 

-1.5 

-10.8 

-9.0 

-1.7 

0.73 

4.46 

3.61 

4.45 

4.58 

2.72 

3.80 

4.21 

3.95 

5.00 

5.61 

3.47 

3.88 

4.00 

4.36 

3.33 

3.54 

3.13 

3.95 

4.87 

4.86 

3.19 

4.47 

3.52 

4.73 

4.06 

5.44 

4.20 

3.40 

3.49 

4.56 

3.03 

3.82 

4.28 

3.22 

3.98 

3.56 

4.17 

3.59 

4.10 

4.08 

2.83 

4.90 

4.21 

7.37 

3.14 

4.37 

3.00 

4.47 

5.15 

4.14 

4.28 

3.79 

0.882 

0.274 

0.642 

0.703 

0.127 

0.281 

0.169 

0.746 

0.064 

0.029 

0.875 

0.817 

0.168 

0.738 

0.498 

0.426 

0.933 

0.285 

0.431 

0.332 

0.070 

0.330 

0.143 

0.907 

0.180 

0.557 

0.766 

0.188 

0.853 

0.632 

0.341 

0.993 

0.551 

0.265 

0.573 

0.191 

0.448 

0.351 

0.038 

0.128 

0.125 

0.775 

0.353 

0.697 

0.086 

0.468 

0.457 

p<.001 

0.390 

0.769 

0.009 

0.035 

0.656 

Y 

Y 

1.8 

-3.1 

3.7 

4.7 

3.8 

2.9 

9.9 

2.9 

14.2 

10.8 

5.7 

5.5 

19.1 

0.7 

3.1 

-5.7 

4.8 

-1.4 

-0.5 

0.4 

2.5 

2.8 

7.9 

6.7 

-4.9 

2.5 

-12.0 

-11.9 

-3.5 

0.5 

4.1 

6.5 

5.7 

-3.8 

3.3 

-10.1 

7.0 

9.4 

3.6 

-1.8 

6.9 

-4.0 

-10.0 

-1.3 

-6.5 

2.1 

-4.8 

2.9 

-0.2 

1.5 

-13.0 

-5.0 

-2.4 

0.81 

4.28 

4.12 

5.13 

4.62 

3.28 

3.82 

4.05 

3.19 

4.92 

5.03 

3.60 

4.68 

4.00 

3.91 

3.39 

3.29 

3.40 

3.57 

5.24 

5.10 

3.45 

4.36 

3.29 

5.78 

4.15 

5.91 

4.02 

3.75 

3.44 

4.27 

3.01 

4.07 

4.36 

3.69 

4.73 

3.31 

4.63 

3.85 

3.83 

3.55 

2.88 

4.75 

4.51 

6.70 

4.16 

4.59 

3.17 

4.17 

4.37 

3.55 

4.08 

3.37 

0.024 

0.468 

0.371 

0.358 

0.415 

0.369 

0.010 

0.481 

p<.001 

0.028 

0.259 

0.124 

p<.001 

0.862 

0.425 

0.090 

0.144 

0.670 

0.887 

0.937 

0.624 

0.419 

0.071 

0.042 

0.401 

0.554 

0.042 

0.003 

0.355 

0.877 

0.336 

0.031 

0.164 

0.378 

0.369 

0.033 

0.035 

0.042 

0.345 

0.631 

0.051 

0.162 

0.036 

0.780 

0.334 

0.620 

0.295 

0.366 

0.952 

0.734 

p<.001 

0.217 

0.472 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-107 
 

Exhibit A4.12c. Mean reading scale scores of eighth-grade students not identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007 

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 265.5 0.25 153,488 264.0 0.18 159,800 264.5 0.21 164,500 

Alabama 258.8 1.56 2,622 257.5 1.40 2,300 257.2 0.92 2,900 

Alaska 261.7 1.06 2,572 262.6 0.90 2,600 262.8 0.98 2,700 

Arizona 259.1 1.27 2,833 258.3 1.02 3,000 257.7 1.13 3,000 

Arkansas 263.2 1.35 2,637 262.2 1.05 2,800 261.5 0.91 2,600 

California 255.5 1.17 5,689 253.4 0.56 10,200 254.6 0.78 8,900 

Colorado 271.6 1.15 2,814 267.5 1.08 2,500 269.0 1.02 2,900 

Connecticut 272.0 1.10 2,822 268.6 1.20 2,800 271.6 1.44 2,800 

Delaware 268.1 0.72 2,730 267.9 0.59 2,800 267.6 0.60 3,000 

District of Columbia 243.3 0.78 2,025 243.0 1.01 2,100 243.0 0.79 2,100 

DoDEA 274.9 0.51 3,009 272.9 0.74 1,800 274.8 0.88 1,700 

Florida 262.9 1.37 2,567 259.9 1.21 4,100 264.1 1.10 4,400 

Georgia 261.9 1.11 4,338 259.5 1.28 3,900 260.2 1.03 3,800 

Hawaii 257.6 0.86 2,941 253.7 0.76 2,800 257.5 0.71 2,900 

Idaho 268.9 0.92 2,730 267.7 1.12 2,900 268.4 0.89 3,000 

Illinois 270.5 0.99 4,373 267.7 1.06 4,200 266.9 0.94 4,200 

Indiana 269.8 1.09 2,727 264.9 1.07 2,900 268.4 1.06 2,900 

Iowa 272.5 0.87 3,006 272.1 0.86 2,800 273.0 0.85 3,000 

Kansas 270.2 1.47 3,031 270.2 1.07 2,800 270.9 0.86 3,000 

Kentucky 268.7 1.28 2,971 266.3 1.08 2,900 264.0 0.97 2,900 

Louisiana 257.0 1.44 2,491 256.4 1.47 2,500 257.3 1.05 2,500 

Maine 272.7 0.97 2,992 275.1 0.92 2,600 273.8 0.73 2,800 

Maryland 265.8 1.38 2,524 263.7 1.22 2,700 267.1 1.23 2,900 

Massachusetts 278.3 1.07 3,958 277.7 1.01 3,800 277.4 1.04 4,000 

Michigan 267.0 1.68 2,793 263.7 1.13 2,600 264.5 1.09 2,800 

Minnesota 272.0 1.02 2,713 272.0 1.10 2,600 271.6 0.93 3,100 

Mississippi 256.4 1.40 2,765 253.1 1.25 2,800 252.9 1.06 2,800 

Missouri 270.4 0.99 2,850 267.7 1.02 2,800 267.8 0.86 3,000 

Montana 273.4 0.99 2,693 272.7 0.66 2,700 274.7 0.73 2,800 

Nebraska 271.1 0.87 2,569 272.2 0.88 2,900 270.8 0.92 2,800 

Nevada 256.7 0.89 2,718 256.9 0.91 2,800 255.0 0.84 2,800 

New Hampshire 276.8 0.82 2,944 274.8 1.14 2,500 274.1 0.89 3,000 

New Jersey 273.6 1.11 2,882 274.1 1.13 2,800 274.0 1.12 3,000 

New Mexico 257.0 0.85 3,317 255.7 1.02 2,800 253.9 0.77 2,900 

New York 270.0 1.27 3,633 268.6 0.97 4,500 267.1 1.05 4,000 

North Carolina 264.7 0.99 4,269 263.6 0.89 4,100 263.9 0.99 4,500 

North Dakota 274.2 0.87 2,726 273.0 0.68 2,500 269.8 0.71 2,500 

Ohio 269.8 1.27 3,792 269.5 1.28 3,600 271.4 1.22 4,000 

Oklahoma 267.5 0.89 2,931 263.8 1.01 2,600 263.8 0.75 2,800 

Oregon 267.8 1.21 2,764 266.9 1.13 2,600 269.1 0.96 2,800 

Pennsylvania 269.7 1.25 2,823 272.3 1.21 2,900 272.7 1.23 3,000 

Rhode Island 266.6 0.67 2,767 267.5 0.83 2,900 263.7 0.80 2,900 

South Carolina 260.4 1.28 2,685 259.8 1.03 2,800 260.9 0.94 3,000 

South Dakota 273.1 0.74 2,893 272.1 0.64 2,800 272.1 0.68 3,000 

Tennessee 261.0 1.31 2,698 261.6 0.93 2,600 260.9 1.07 3,000 

Texas 262.4 0.99 4,780 261.6 0.66 8,500 263.5 0.91 7,700 

Utah 268.4 0.77 2,801 265.4 0.74 2,900 265.3 1.01 2,900 

Vermont 274.5 0.85 2,737 274.7 0.73 2,300 277.5 0.83 2,100 

Virginia 270.5 1.12 2,985 270.3 1.05 2,800 269.7 1.03 3,000 

Washington 269.5 0.94 2,690 268.4 1.23 2,800 268.2 0.98 3,200 

West Virginia 263.5 0.94 2,442 259.5 1.16 2,600 262.1 1.00 3,000 

Wisconsin 271.1 1.32 2,678 270.2 1.07 2,700 268.6 1.09 2,900 

Wyoming 271.4 0.47 2,757 272.7 0.73 2,100 270.3 0.68 2,100 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-108 
Exhibit A4.12d. Change in mean reading scale scores for eighth-grade students not identified for 

services under IDEA, by state (2003, 2005, and 2007) 

Change 

2003 to 2005 2005 to 2007 2003 to 2007 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

-1.5 

 -1.3 

 0.9 

-0.8 

 -1.0 

 -2.0 

-4.1 

 -3.4 

-0.2 

-0.3 

 -2.0 

-3.0 

-2.4 

-4.0 

-1.2 

 -2.8 

-4.8 

-0.4 

 0.0 

 -2.3 

 -0.7 

2.4 

-2.2 

 -0.6 

-3.4 

 0.0 

-3.2 

-2.6 

-0.8 

 1.1 

 0.2 

-2.0 

0.5 

-1.3 

-1.4 

-1.1 

-1.2 

-0.3 

 -3.7 

-0.9 

 2.7 

0.8 

-0.7 

-1.0 

 0.5 

 -0.8 

-3.0 

 0.2 

 -0.2 

 -1.1 

-4.0 

 -0.9 

1.3 

0.31 

2.10 

1.39 

1.63 

1.71 

1.30 

1.57 

1.63 

0.94 

1.28 

0.89 

1.83 

1.69 

1.15 

1.45 

1.45 

1.53 

1.23 

1.82 

1.68 

2.06 

1.33 

1.84 

1.47 

2.02 

1.50 

1.87 

1.42 

1.19 

1.24 

1.28 

1.40 

1.58 

1.33 

1.60 

1.33 

1.10 

1.80 

1.35 

1.66 

1.74 

1.07 

1.64 

0.98 

1.60 

1.19 

1.07 

1.12 

1.53 

1.55 

1.50 

1.70 

0.87 

p<.001

0.537 

0.516 

0.644 

0.557 

0.116 

0.008 

0.037 

0.811 

0.819 

0.027 

0.096 

0.158 

0.001 

0.402 

0.054 

0.002 

0.733 

0.978 

0.168 

0.751 

0.071 

0.242 

0.691 

0.097 

0.997 

0.084 

0.066 

0.525 

0.383 

0.894 

0.144 

0.759 

0.321 

0.383 

0.394 

0.272 

0.871 

0.006 

0.591 

0.127 

0.425 

0.681 

0.315 

0.748 

0.528 

0.004 

0.856 

0.877 

0.458 

0.007 

0.610 

0.124 

 Y 

Y 

Y 

Y 

Y 

Y 

Y 

0.5 

-0.3 

0.2 

-0.6 

-0.7 

1.1 

1.5 

3.0 

-0.3 

0.0 

1.9 

4.2 

0.7 

3.8 

0.7 

-0.9 

3.5 

0.9 

0.7 

-2.4 

0.9 

-1.3 

3.4 

-0.3 

0.9 

-0.4 

-0.2 

0.1 

2.0 

-1.4 

-1.9 

-0.7 

-0.2 

-1.7 

-1.5 

0.3 

-3.2 

1.9 

0.0 

2.2 

0.3 

-3.7 

1.1 

0.0 

-0.6 

1.8 

-0.2 

2.8 

-0.6 

-0.1 

2.6 

-1.6 

-2.4 

0.28 

1.68 

1.33 

1.52 

1.39 

0.96 

1.49 

1.87 

0.84 

1.28 

1.15 

1.64 

1.64 

1.04 

1.43 

1.42 

1.51 

1.21 

1.38 

1.45 

1.81 

1.17 

1.74 

1.45 

1.57 

1.44 

1.64 

1.33 

0.98 

1.27 

1.24 

1.45 

1.59 

1.28 

1.43 

1.33 

0.98 

1.77 

1.26 

1.49 

1.73 

1.15 

1.39 

0.94 

1.41 

1.13 

1.25 

1.11 

1.47 

1.57 

1.53 

1.53 

1.00 

0.059 

0.858 

0.891 

0.697 

0.620 

0.232 

0.312 

0.114 

0.701 

0.998 

0.096 

0.010 

0.659 

p<.001 

0.627 

0.528 

0.020 

0.441 

0.592 

0.103 

0.604 

0.273 

0.047 

0.833 

0.577 

0.782 

0.902 

0.964 

0.043 

0.261 

0.135 

0.649 

0.924 

0.181 

0.304 

0.809 

0.001 

0.294 

0.987 

0.135 

0.841 

0.001 

0.414 

0.964 

0.646 

0.101 

0.898 

0.011 

0.672 

0.929 

0.088 

0.296 

0.017 

Y 

Y 

Y 

-1.0 

-1.6 

1.1 

-1.3 

-1.7 

-0.9 

-2.6 

-0.4 

-0.5 

-0.3 

-0.1 

1.2 

-1.7 

-0.2 

-0.5 

-3.7 

-1.3 

0.5 

0.7 

-4.7 

0.3 

1.1 

1.3 

-0.9 

-2.5 

-0.4 

-3.4 

-2.5 

1.2 

-0.3 

-1.7 

-2.7 

0.3 

-3.0 

-2.9 

-0.8 

-4.4

1.6 

-3.7 

1.3 

3.0 

-2.9 

0.5 

-1.0 

-0.1 

1.1 

-3.2 

3.0 

-0.9 

-1.3 

-1.4 

-2.5 

-1.0 

0.32 

1.81 

1.44 

1.70 

1.63 

1.41 

1.54 

1.81 

0.94 

1.11 

1.02 

1.76 

1.51 

1.12 

1.28 

1.37 

1.52 

1.22 

1.71 

1.61 

1.78 

1.21 

1.85 

1.49 

2.00 

1.38 

1.75 

1.31 

1.23 

1.27 

1.22 

1.21 

1.58 

1.15 

1.65 

1.40 

 1.12 

1.76 

1.16 

1.55 

1.75 

1.04 

1.58 

1.01 

1.69 

1.35 

1.27 

1.19 

1.52 

1.35 

1.37 

1.71 

0.83 

0.002 

0.377 

0.452 

0.429 

0.297 

0.522 

0.086 

0.808 

0.560 

0.790 

0.949 

0.508 

0.272 

0.884 

0.686 

0.007 

0.376 

0.670 

0.687 

0.004 

0.874 

0.356 

0.484 

0.550 

0.214 

0.776 

0.050 

0.052 

0.316 

0.785 

0.170 

0.026 

0.833 

0.008 

0.082 

0.560 

p<.001 

0.374 

0.001 

0.391 

0.087 

0.005 

0.771 

0.306 

0.937 

0.419 

0.012 

0.012 

0.571 

0.341 

0.309 

0.150 

0.208 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-109 
Exhibit A4.12e. Difference in mean reading scale scores between eighth-grade students identified 

and not identified for services under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007 

Difference Difference Difference 

(Children not (Children not (Children not 

identified minus Standard identified minus Standard identified minus Standard 

identified) error identified) error identified) error 

National 41.1 0.66 37.6 0.53 38.3 0.58 

Alabama 53.1 3.59 50.0 3.75 54.6 2.95 

Alaska 40.9 3.40 36.4 2.69 38.3 2.75 

Arizona 45.5 3.54 41.7 2.32 39.4 4.08 

Arkansas 48.8 3.17 51.0 3.01 43.3 3.73 

California 47.8 2.75 39.9 1.78 44.0 2.27 

Colorado 46.1 2.87 37.3 2.82 33.6 2.95 

Connecticut 42.8 2.86 37.9 3.12 39.5 3.39 

Delaware 43.6 2.42 36.6 3.33 28.9 2.28 

District of Columbia 44.0 2.64 43.8 2.84 33.0 4.30 

DoDEA 43.5 2.41 36.7 3.50 37.7 4.53 

Florida 40.1 2.97 32.3 2.74 35.7 2.69 

Georgia 49.9 3.94 33.8 3.01 29.2 2.95 

Hawaii 48.9 2.70 45.5 2.66 48.0 3.16 

Idaho 46.2 2.31 38.9 3.08 42.5 3.40 

Illinois 36.9 2.35 37.2 2.29 38.9 2.80 

Indiana 44.9 2.64 34.9 2.94 38.7 2.49 

Iowa 44.0 2.41 41.7 2.01 46.0 2.68 

Kansas 37.9 2.83 35.3 3.13 39.1 2.77 

Kentucky 39.5 4.59 41.5 4.10 34.4 3.00 

Louisiana 38.4 4.64 44.1 4.39 36.2 2.76 

Maine 35.1 2.70 37.8 2.34 33.4 2.47 

Maryland 38.2 3.35 34.7 3.43 31.6 3.35 

Massachusetts 39.4 2.51 31.7 2.78 31.8 2.60 

Michigan 38.5 5.09 33.7 3.66 40.9 3.38 

Minnesota 41.3 3.28 36.5 3.19 38.5 2.90 

Mississippi 39.7 4.49 46.8 3.81 48.3 4.22 

Missouri 33.8 2.98 37.5 3.22 43.1 3.01 

Montana 34.9 3.09 38.2 2.55 39.6 2.45 

Nebraska 39.7 2.32 41.9 2.39 38.8 2.84 

Nevada 42.4 2.14 42.8 2.68 36.6 3.90 

New Hampshire 39.3 2.30 30.7 2.45 30.1 2.29 

New Jersey 42.8 3.33 35.4 3.02 37.5 2.83 

New Mexico 34.1 2.56 41.4 2.49 34.9 3.71 

New York 43.4 2.88 36.8 2.07 37.2 2.84 

North Carolina 28.7 3.44 42.8 2.28 37.9 3.53 

North Dakota 40.9 2.42 30.0 2.71 29.5 2.52 

Ohio 44.3 3.73 38.5 3.14 36.5 3.26 

Oklahoma 50.3 3.18 35.5 2.91 43.0 2.46 

Oregon 35.2 3.03 42.4 3.33 38.4 2.81 

Pennsylvania 42.5 2.63 44.4 3.29 38.5 2.96 

Rhode Island 33.4 1.95 37.5 1.94 34.5 2.36 

South Carolina 31.1 3.42 35.9 3.55 41.6 3.66 

South Dakota 41.8 2.67 43.7 2.08 42.0 3.78 

Tennessee 26.3 3.56 45.9 4.62 32.6 5.92 

Texas 39.1 3.53 38.5 2.11 38.1 2.58 

Utah 47.7 2.90 46.2 2.52 49.3 3.78 

Vermont 29.2 2.19 38.9 1.88 29.3 2.58 

Virginia 34.5 3.19 30.7 3.55 33.9 3.08 

Washington 47.4 3.09 43.2 4.19 44.6 3.37 

West Virginia 40.5 2.89 38.6 3.65 52.1 2.48 

Wisconsin 45.5 2.97 40.7 3.15 48.1 3.28 

Wyoming 36.8 1.90 38.9 2.63 38.2 2.91 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-110 
Exhibit A4.12f. Change in difference in mean reading scale scores between eighth-grade students 

identified and not identified for services under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

-3.5 

 -3.1 

 -4.5 

-3.8 

 2.2 

 -7.9 

-8.8 

 -4.9 

-7.1 

-0.2 

 -6.8 

-7.8 

-16.1 

-3.3 

-7.3 

 0.3 

-10.0 

-2.3 

 -2.7 

 2.0 

 5.6 

2.7 

-3.5 

 -7.7 

-4.8 

 -4.8 

7.1 

3.7 

3.3 

 2.2 

 0.4 

-8.6 

-7.5 

7.3 

-6.5 

14.1 

-10.9 

-5.9 

 -14.8 

7.2 

 2.0 

4.1 

4.7 

1.9 

 19.6 

 -0.5 

-1.5 

 9.8 

 -3.8 

 -4.1 

-1.8 

 -4.9 

2.1 

0.84 

5.19 

4.34 

4.23 

4.37 

3.27 

4.02 

4.24 

4.12 

3.88 

4.25 

4.04 

4.96 

3.79 

3.85 

3.28 

3.95 

3.14 

4.22 

6.16 

6.39 

3.57 

4.80 

3.74 

6.27 

4.58 

5.89 

4.38 

4.00 

3.33 

3.43 

3.36 

4.49 

3.57 

3.55 

4.12 

3.63 

4.88 

4.31 

4.50 

4.22 

2.75 

4.92 

3.38 

5.83 

4.11 

3.85 

2.89 

4.78 

5.21 

4.66 

4.33 

3.25 

p<.001

0.555 

0.304 

0.373 

0.609 

0.016 

0.029 

0.249 

0.087 

0.957 

0.111 

0.054 

0.001 

0.380 

0.058 

0.927 

0.012 

0.462 

0.530 

0.746 

0.377 

0.445 

0.467 

0.040 

0.441 

0.290 

0.225 

0.393 

0.404 

0.507 

0.905 

0.011 

0.097 

0.041 

0.065 

0.001 

0.003 

0.230 

0.001 

0.110 

0.638 

0.140 

0.337 

0.571 

0.001 

0.896 

0.704 

0.001 

0.423 

0.426 

0.692 

0.262 

0.522 

 Y 

Y 

Y 

Y 

Y 

Y 

Y 

0.6 

4.6 

1.9 

-2.3 

-7.7 

4.1 

-3.7 

1.6 

-7.6 

-10.9 

1.0 

3.4 

-4.6 

2.5 

3.7 

1.8 

3.8 

4.3 

3.8 

-7.1 

-7.9 

-4.4 

-3.1 

0.1 

7.2 

2.0 

1.4 

5.6 

1.4 

-3.1 

-6.2 

-0.6 

2.1 

-6.5 

0.3 

-4.9 

-0.5 

-2.0 

7.4 

-4.0 

-5.9 

-2.9 

5.7 

-1.7 

-13.3 

-0.4 

3.1 

-9.6 

3.2 

1.4 

13.4 

7.4 

-0.7 

0.78 

4.77 

3.85 

4.70 

4.79 

2.89 

4.08 

4.61 

4.03 

5.16 

5.72 

3.84 

4.21 

4.14 

4.59 

3.62 

3.85 

3.36 

4.18 

5.08 

5.18 

3.40 

4.79 

3.81 

4.98 

4.31 

5.68 

4.40 

3.54 

3.71 

4.73 

3.36 

4.13 

4.47 

3.52 

4.20 

3.70 

4.53 

3.81 

4.36 

4.43 

3.05 

5.10 

4.31 

7.51 

3.33 

4.54 

3.19 

4.70 

5.38 

4.42 

4.55 

3.92 

0.417 

0.337 

0.629 

0.627 

0.108 

0.158 

0.362 

0.731 

0.058 

0.035 

0.857 

0.374 

0.272 

0.551 

0.426 

0.628 

0.324 

0.202 

0.357 

0.163 

0.129 

0.196 

0.519 

0.978 

0.148 

0.645 

0.803 

0.204 

0.700 

0.405 

0.190 

0.851 

0.607 

0.146 

0.921 

0.245 

0.890 

0.655 

0.051 

0.356 

0.183 

0.336 

0.264 

0.696 

0.076 

0.897 

0.497 

0.003 

0.494 

0.799 

0.002 

0.103 

0.860 

Y 

Y 

-2.8 

1.5 

-2.6 

-6.1 

-5.5 

-3.8 

-12.5 

-3.3 

-14.7 

-11.1 

-5.7 

-4.4 

-20.8 

-0.9 

-3.6 

2.1 

-6.2 

2.0 

1.2 

-5.1 

-2.2 

-1.7 

-6.6 

-7.6 

2.4 

-2.9 

8.6 

9.3 

4.7 

-0.9 

-5.8 

-9.2 

-5.3 

0.8 

-6.2 

9.3 

-11.4 

-7.9 

-7.3 

3.2 

-3.9 

1.1 

10.4 

0.2 

6.3 

-1.0 

1.6 

0.1 

-0.6 

-2.8 

11.6 

2.6 

1.4 

0.87 

4.64 

4.37 

5.40 

4.89 

3.56 

4.11 

4.44 

3.32 

5.05 

5.13 

4.01 

4.92 

4.16 

4.11 

3.65 

3.63 

3.61 

3.96 

5.49 

5.40 

3.65 

4.74 

3.62 

6.11 

4.38 

6.16 

4.23 

3.94 

3.67 

4.44 

3.25 

4.37 

4.51 

4.04 

4.93 

3.49 

4.96 

4.02 

4.13 

3.96 

3.06 

5.01 

4.62 

6.91 

4.37 

4.77 

3.38 

4.44 

4.57 

3.81 

4.42 

3.47 

0.001 

0.745 

0.551 

0.262 

0.265 

0.281 

0.002 

0.458 

p<.001 

0.028 

0.263 

0.276 

p<.001 

0.836 

0.377 

0.574 

0.089 

0.586 

0.763 

0.353 

0.681 

0.648 

0.165 

0.036 

0.698 

0.515 

0.165 

0.027 

0.233 

0.811 

0.193 

0.005 

0.222 

0.858 

0.126 

0.060 

0.001 

0.112 

0.068 

0.443 

0.323 

0.713 

0.038 

0.960 

0.359 

0.824 

0.733 

0.967 

0.891 

0.545 

0.002 

0.562 

0.690 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-111 
 

Exhibit A4.12g. State mean reading scale score, adjusted national mean reading scale score, and 

difference between the two for eighth-grade students identified for services under 

IDEA, by state (2007) 

(1) 

Mean 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

mean 

(4) 

Standard 

error of 

adjusted 

national 

mean 

(4) 

Difference 

between col 

3 and col 1 

(5) 

Standard 

error of 

col 4 

(6) 

p value 

(6) 

BH significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

226.2 

 202.6 

 224.5 

218.3 

 218.2 

 210.6 

235.4 

 232.1 

238.6 

210.1 

 237.1 

228.4 

231.0 

209.5 

225.9 

 227.9 

229.7 

227.0 

 231.7 

 229.5 

 221.1 

240.4 

235.5 

 245.6 

223.6 

 233.2 

204.7 

224.7 

235.1 

 232.0 

 218.4 

244.0 

236.5 

219.1 

229.9 

226.0 

240.3 

234.9 

 220.8 

230.7 

 234.2 

229.2 

219.3 

230.0 

 228.3 

 225.4 

216.0 

 248.2 

 235.7 

 223.6 

210.0 

 220.5 

232.1 

0.54 

2.80 

2.56 

3.93 

3.61 

2.14 

2.77 

3.07 

2.20 

4.23 

4.44 

2.45 

2.76 

3.08 

3.28 

2.63 

2.25 

2.55 

2.63 

2.84 

2.55 

2.36 

3.11 

2.39 

3.20 

2.75 

4.08 

2.88 

2.34 

2.69 

3.80 

2.11 

2.59 

3.63 

2.64 

3.39 

2.42 

3.03 

2.34 

2.64 

2.69 

2.22 

3.54 

3.71 

5.82 

2.41 

3.64 

2.44 

2.91 

3.23 

2.27 

3.10 

2.83 

226.6 

226.2 

226.4 

226.3 

228.6 

226.1 

226.2 

226.2 

226.3 

226.2 

226.1 

226.1 

226.3 

226.2 

226.2 

226.2 

226.2 

226.2 

226.2 

226.3 

226.2 

226.1 

225.8 

226.3 

226.1 

226.5 

226.3 

226.2 

226.2 

226.3 

226.2 

225.9 

226.3 

226.0 

226.2 

226.2 

225.9 

226.3 

226.2 

225.9 

226.2 

226.3 

226.2 

226.2 

226.3 

226.3 

226.2 

226.0 

226.3 

226.3 

226.3 

226.2 

0.54 

0.54 

0.54 

0.54 

0.53 

0.54 

0.54 

0.54 

0.54 

0.54 

0.55 

0.55 

0.54 

0.54 

0.55 

0.55 

0.54 

0.54 

0.54 

0.55 

0.54 

0.55 

0.55 

0.55 

0.55 

0.54 

0.55 

0.54 

0.54 

0.54 

0.54 

0.55 

0.54 

0.55 

0.55 

0.54 

0.55 

0.54 

0.54 

0.55 

0.54 

0.54 

0.54 

0.54 

0.54 

0.54 

0.54 

0.55 

0.55 

0.54 

0.55 

0.54 

24.0 

1.8 

8.1 

8.1 

18.0 

-9.3 

-5.9 

-12.4 

16.2 

-10.8 

-2.3 

-4.9 

16.8 

0.4 

-1.8 

-3.6 

-0.8 

-5.6 

-3.4 

5.2 

-14.2 

-9.5 

-19.7 

2.7 

-7.1 

21.8 

1.6 

-8.9 

-5.8 

7.9 

-17.9 

-10.5 

7.2 

-4.0 

0.2 

-14.1 

-9.0 

5.5 

-4.5 

-8.2 

-2.9 

7.0 

-3.8 

-2.1 

1.0 

10.4 

-22.0 

-9.7 

2.7 

16.3 

5.8 

-5.9 

 

2.85 

2.62 

3.96 

3.65 

2.20 

2.82 

3.12 

2.26 

4.27 

4.47 

2.52 

2.81 

3.13 

3.33 

2.69 

2.32 

2.60 

2.69 

2.89 

2.61 

2.42 

3.16 

2.45 

3.25 

2.80 

4.12 

2.93 

2.40 

2.74 

3.84 

2.18 

2.65 

3.67 

2.70 

3.43 

2.48 

3.07 

2.40 

2.70 

2.75 

2.28 

3.58 

3.75 

5.85 

2.47 

3.68 

2.50 

2.96 

3.27 

2.33 

3.14 

2.88 

 

p < .001 

0.504 

0.041 

0.026 

p < .001 

0.001 

0.058 

p < .001 

p < .001 

0.015 

0.367 

0.079 

p < .001 

0.909 

0.514 

0.123 

0.758 

0.038 

0.246 

0.047 

p < .001 

0.003 

p < .001 

0.407 

0.011 

p < .001 

0.595 

p < .001 

0.035 

0.039 

p < .001 

p < .001 

0.049 

0.143 

0.947 

p < .001 

0.003 

0.022 

0.092 

0.003 

0.198 

0.051 

0.309 

0.718 

0.698 

0.005 

p < .001 

0.001 

0.414 

p < .001 

0.063 

0.041 

Y 

Y 

Y

Y 

Y 

Y 

Y 

Y

Y 

Y

Y 

Y 

Y 

Y 

Y 

Y

Y

Y

Y 

Y

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-112 
Exhibit A4.12h. State mean reading scale score, adjusted national mean reading scale score, and 

difference between the two for eighth-grade students not identified for services 

under IDEA, by state (2007) 

(1) 

Mean 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

mean 

(4) 

Standard 

error of 

adjusted 

national 

mean 

(4) 

Difference: 

adjusted 

national 

mean (col 

3)– mean 

(col 1) 

(5) 

Standard 

error of 

difference 

(6) 

p value 

(6) 

BH significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

264.5 

 257.2 

 262.8 

257.7 

 261.5 

 254.6 

269.0 

 271.6 

267.6 

243.0 

 274.8 

264.1 

260.2 

257.5 

268.4 

 266.9 

268.4 

273.0 

 270.9 

 264.0 

 257.3 

273.8 

267.1 

 277.4 

264.5 

 271.6 

252.9 

267.8 

274.7 

 270.8 

 255.0 

274.1 

274.0 

253.9 

267.1 

263.9 

269.8 

271.4 

 263.8 

269.1 

 272.7 

263.7 

260.9 

272.1 

 260.9 

 263.5 

265.3 

 277.5 

 269.7 

 268.2 

262.1 

 268.6 

270.3 

0.21 

0.92 

0.98 

1.13 

0.91 

0.78 

1.02 

1.44 

0.60 

0.79 

0.88 

1.10 

1.03 

0.71 

0.89 

0.94 

1.06 

0.85 

0.86 

0.97 

1.05 

0.73 

1.23 

1.04 

1.09 

0.93 

1.06 

0.86 

0.73 

0.92 

0.84 

0.89 

1.12 

0.77 

1.05 

0.99 

0.71 

1.22 

0.75 

0.96 

1.23 

0.80 

0.94 

0.68 

1.07 

0.91 

1.01 

0.83 

1.03 

0.98 

1.00 

1.09 

0.68 

264.6 

264.5 

264.7 

264.5 

266.0 

264.4 

264.4 

264.5 

264.5 

264.5 

264.5 

264.6 

264.5 

264.5 

264.4 

264.4 

264.4 

264.4 

264.5 

264.6 

264.5 

264.5 

264.2 

264.5 

264.4 

264.6 

264.4 

264.5 

264.5 

264.6 

264.5 

264.2 

264.6 

264.3 

264.5 

264.5 

264.2 

264.5 

264.5 

264.2 

264.5 

264.6 

264.5 

264.6 

264.6 

264.5 

264.5 

264.4 

264.4 

264.5 

264.4 

264.5 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.00 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

0.21 

7.4 

1.7 

6.9 

3.0 

11.4 

-4.6 

-7.2 

-3.1 

21.5 

-10.3 

0.4 

4.4 

7.1 

-3.9 

-2.5 

-4.0 

-8.6 

-6.4 

0.5 

7.3 

-9.3 

-2.7 

-13.2 

0.0 

-7.3 

11.7 

-3.4 

-10.2 

-6.3 

9.6 

-9.7 

-9.7 

10.6 

-2.8 

0.6 

-5.3 

-7.2 

0.7 

-4.7 

-8.5 

0.8 

3.7 

-7.6 

3.7 

1.1 

-0.8 

-13.0 

-5.3 

-3.8 

2.4 

-4.2 

-5.8 

 

0.94 

1.00 

1.14 

0.93 

0.80 

1.05 

1.45 

0.63 

0.82 

0.88 

1.12 

1.05 

0.74 

0.92 

0.97 

1.09 

0.88 

0.89 

0.99 

1.07 

0.76 

1.25 

1.06 

1.11 

0.96 

1.08 

0.89 

0.76 

0.94 

0.86 

0.92 

1.14 

0.80 

1.07 

1.01 

0.74 

1.24 

0.78 

0.99 

1.25 

0.82 

0.96 

0.71 

1.09 

0.94 

1.03 

0.86 

1.05 

1.00 

1.02 

1.11 

0.71 

 

p<.001 

0.085 

p<.001 

0.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

0.699 

p<.001 

p<.001 

p<.001 

0.011 

p<.001 

p<.001 

p<.001 

0.591 

p<.001 

p<.001 

0.034 

p<.001 

0.975 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

p<.001 

0.009 

0.557 

p<.001 

p<.001 

0.345 

p<.001 

p<.001 

0.330 

p<.001 

p<.001 

0.001 

0.230 

0.464 

p<.001 

p<.001 

p<.001 

0.018 

p<.001 

p<.001 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-113 
 

Exhibit A4.12i. State and adjusted national differences between mean reading scale scores of 

eighth grade students identified and not identified for services under IDEA, and 

difference between the two, by state (2007) 

(1) 

State 

difference 

between 

children not 

identified 

and children 

identified 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

difference 

between 

children not 

identified 

and children 

identified 

(3) 

Standard 

error of 

adjusted 

national 

difference 

(4) 

Difference 

between 

col 3 and 

col 1 

(5) 

Standard 

error of 

col 4 

(6) 

p value 

(7) 

BH significance 

National 

Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

DoDEA 

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 

38.3 

54.6 

38.3 

39.4 

43.3 

44.0 

33.6 

39.5 

28.9 

33.0 

37.7 

35.7 

29.2 

48.0 

42.5 

38.9 

38.7 

46.0 

39.1 

34.4 

36.2 

33.4 

31.6 

31.8 

40.9 

38.5 

48.3 

43.1 

39.6 

38.8 

36.6 

30.1 

37.5 

34.9 

37.2 

37.9 

29.5 

36.5 

43.0 

38.4 

38.5 

34.5 

41.6 

42.0 

32.6 

38.1 

49.3 

29.3 

33.9 

44.6 

52.1 

48.1 

38.2 

0.58 

2.95 

2.75 

4.08 

3.73 

2.27 

2.95 

3.39 

2.28 

4.30 

4.53 

2.69 

2.95 

3.16 

3.40 

2.80 

2.49 

2.68 

2.77 

3.00 

2.76 

2.47 

3.35 

2.60 

3.38 

2.90 

4.22 

3.01 

2.45 

2.84 

3.90 

2.29 

2.83 

3.71 

2.84 

3.53 

2.52 

3.26 

2.46 

2.81 

2.96 

2.36 

3.66 

3.78 

5.92 

2.58 

3.78 

2.58 

3.08 

3.37 

2.48 

3.28 

2.91 

38.0 

38.3 

38.2 

38.2 

37.4 

38.3 

38.3 

38.3 

38.3 

38.3 

38.4 

38.6 

38.2 

38.2 

38.2 

38.3 

38.2 

38.3 

38.3 

38.3 

38.3 

38.4 

38.4 

38.2 

38.3 

38.2 

38.2 

38.3 

38.3 

38.3 

38.3 

38.3 

38.3 

38.3 

38.3 

38.3 

38.3 

38.2 

38.3 

38.3 

38.3 

38.2 

38.3 

38.4 

38.3 

38.2 

38.3 

38.4 

38.1 

38.2 

38.1 

38.3 

0.58 

0.58 

0.58 

0.58 

0.57 

0.58 

0.58 

0.58 

0.58 

0.58 

0.59 

0.59 

0.58 

0.58 

0.59 

0.59 

0.58 

0.58 

0.58 

0.58 

0.58 

0.58 

0.59 

0.59 

0.58 

0.58 

0.59 

0.58 

0.58 

0.58 

0.58 

0.59 

0.58 

0.59 

0.58 

0.58 

0.59 

0.58 

0.58 

0.59 

0.58 

0.58 

0.58 

0.58 

0.58 

0.58 

0.58 

0.59 

0.59 

0.58 

0.58 

0.58 

-16.6 

0.0 

-1.2 

-5.1 

-6.6 

4.7 

-1.2 

9.3 

5.3 

0.5 

2.7 

9.4 

-9.8 

-4.3 

-0.7 

-0.4 

-7.8 

-0.9 

3.9 

2.1 

4.9 

6.8 

6.6 

-2.7 

-0.2 

-10.1 

-4.9 

-1.3 

-0.5 

1.6 

8.2 

0.8 

3.4 

1.1 

0.4 

8.8 

1.9 

-4.8 

-0.1 

-0.3 

3.7 

-3.3 

-3.8 

5.8 

0.2 

-11.1 

9.0 

4.5 

-6.5 

-13.9 

-10.0 

0.1 

 

3.00 

2.81 

4.13 

3.77 

2.34 

3.01 

3.44 

2.35 

4.34 

4.56 

2.75 

3.00 

3.22 

3.45 

2.86 

2.56 

2.75 

2.83 

3.06 

2.82 

2.53 

3.40 

2.67 

3.43 

2.96 

4.26 

3.06 

2.52 

2.90 

3.94 

2.36 

2.89 

3.75 

2.90 

3.58 

2.58 

3.32 

2.53 

2.87 

3.02 

2.43 

3.71 

3.82 

5.95 

2.64 

3.82 

2.64 

3.14 

3.42 

2.55 

3.33 

2.96 

 

p < .001 

0.992 

0.780 

0.175 

0.005 

0.115 

0.722 

p < .001 

0.220 

0.905 

0.326 

0.002 

0.002 

0.214 

0.807 

0.861 

0.005 

0.755 

0.204 

0.457 

0.053 

0.045 

0.014 

0.426 

0.948 

0.018 

0.108 

0.594 

0.851 

0.679 

0.001 

0.782 

0.363 

0.693 

0.919 

0.001 

0.570 

0.060 

0.958 

0.924 

0.123 

0.369 

0.321 

0.332 

0.951 

0.004 

0.001 

0.155 

0.059 

p < .001 

0.003 

0.982 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-114 
Appendix A4 Page A4-115

Exhibit A4.12j. Mean reading scale scores of eighth-grade students identified and not identified for 

services under IDEA, by state and compared with national averages (2007) 

District of Columbia

Mississippi

New Mexico

California

Nevada

Alabama

Louisiana

Hawaii

Arizona

Georgia

South Carolina

Tennessee

Arkansas

West Virginia

Alaska

Texas

Rhode Island

Oklahoma

North Carolina

Kentucky

Florida

Michigan

Utah

Illinois

Maryland

New York

Delaware

Missouri

Washington

Idaho

Indiana

Wisconsin

Colorado

Oregon

Virginia

North Dakota

Wyoming

Nebraska

Kansas

Ohio

Connecticut

Minnesota

South Dakota

Pennsylvania

Iowa

Maine

New Jersey

New Hampshire

Montana

DoDEA

Massachusetts

Vermont

National

140 160 180 200 220 240 260 280 300 320

Scale score

Children identified

for IDEA services

Children not identified

for IDEA services

Exhibit reads: The mean reading scale score of eighth-grade students identified for services under IDEA in 

Vermont was 248 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. DoDEA refers to 

the Department of Defense Education Agency. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 
Exhibit A4.13a. Mean mathematics scale scores of fourth-grade students identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 214.2 0.40 21,058 218.5 0.41 18,579 220.3 0.39 21,571 

Alabama 191.7 2.15 362 195.4 2.37 260 196.7 2.52 350 

Alaska 211.9 1.99 428 218.0 1.75 392 215.8 1.96 450 

Arizona 210.2 2.35 373 207.3 2.64 270 208.6 2.68 342 

Arkansas 201.9 2.08 402 208.5 2.42 319 216.4 2.59 288 

California 207.9 1.95 705 208.5 1.47 896 205.5 2.13 856 

Colorado 208.7 1.91 390 217.3 2.57 280 214.3 2.35 374 

Connecticut 219.2 2.07 336 220.2 2.19 308 216.3 1.96 363 

Delaware 214.6 1.68 337 222.3 1.82 243 226.7 1.33 420 

District of Columbia 177.4 2.34 288 187.5 2.40 264 187.7 2.45 189 

DoDEA 217.0 1.26 374 214.6 1.90 225 218.3 1.77 330 

Florida 213.6 2.08 600 227.1 1.83 720 222.9 1.52 741 

Georgia 208.5 2.06 601 217.6 1.87 528 218.7 2.10 490 

Hawaii 196.5 1.94 373 198.2 2.31 280 196.5 2.31 350 

Idaho 208.2 1.90 380 215.0 1.77 290 215.6 1.98 333 

Illinois 214.7 2.20 688 217.7 1.86 516 221.4 2.56 561 

Indiana 220.6 1.99 450 219.6 1.80 392 228.1 1.98 462 

Iowa 213.0 1.34 435 216.3 1.63 416 219.3 2.05 372 

Kansas 219.0 1.85 372 226.5 1.82 374 225.6 2.15 300 

Kentucky 208.4 2.34 392 214.7 1.95 348 223.4 1.82 442 

Louisiana 208.2 1.99 541 212.8 1.40 560 213.1 1.57 465 

Maine 215.3 1.55 418 221.7 1.62 432 226.4 1.61 465 

Maryland 214.6 2.07 362 219.0 2.68 280 222.4 2.03 333 

Massachusetts 223.9 1.34 747 229.9 1.31 615 237.6 1.40 585 

Michigan 219.1 2.93 276 221.9 2.38 297 217.1 2.82 350 

Minnesota 219.8 1.64 401 227.9 2.14 297 225.5 2.17 444 

Mississippi 212.4 2.80 172 210.2 1.82 224 217.3 2.48 306 

Missouri 221.5 1.69 435 222.4 2.01 406 225.2 1.87 363 

Montana 212.0 1.58 356 220.0 1.91 280 222.7 1.94 310 

Nebraska 220.4 1.76 397 221.4 1.32 512 220.3 2.15 420 

Nevada 206.5 2.34 349 212.0 2.36 300 220.6 2.94 473 

New Hampshire 222.1 1.59 533 226.8 1.63 486 230.3 1.32 544 

New Jersey 212.3 2.08 456 218.2 2.07 377 229.1 2.25 408 

New Mexico 206.9 2.15 457 204.7 1.76 377 208.2 2.22 330 

New York 215.2 1.63 459 214.9 1.35 624 220.4 1.75 611 

North Carolina 230.4 1.60 718 226.2 1.60 546 224.2 1.55 754 

North Dakota 215.4 1.80 437 227.0 1.86 299 232.2 1.53 330 

Ohio 214.0 1.98 404 222.5 2.77 333 227.0 1.92 462 

Oklahoma 209.1 2.09 466 212.1 1.90 348 216.7 2.16 340 

Oregon 218.2 1.67 485 221.8 2.00 308 215.6 1.85 468 

Pennsylvania 209.5 2.08 392 215.7 2.36 468 223.1 1.67 504 

Rhode Island 210.0 1.66 596 214.6 1.69 504 216.5 1.82 561 

South Carolina 220.5 2.07 405 220.4 2.03 300 214.2 2.32 432 

South Dakota 219.4 1.35 442 225.3 1.54 392 224.7 2.27 448 

Tennessee 205.8 3.11 409 206.7 2.37 240 218.7 3.37 280 

Texas 223.6 2.01 491 227.1 1.55 728 227.6 1.97 792 

Utah 212.9 1.78 384 219.4 1.88 330 215.0 2.00 380 

Vermont 221.2 1.84 386 224.1 1.61 273 220.6 1.40 392 

Virginia 220.1 2.35 337 223.8 2.20 319 231.0 1.67 418 

Washington 213.8 1.27 468 219.0 2.02 319 219.8 2.31 507 

West Virginia 208.0 1.98 348 215.0 1.71 476 221.5 1.63 512 

Wisconsin 211.1 1.91 391 220.7 2.28 324 223.2 2.01 396 

Wyoming 220.7 1.59 394 218.7 1.66 252 223.8 1.41 364 

NOTE: DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-116 
Exhibit A4.13b. Change in mean mathematics scale scores for fourth-grade students identified for 

services under IDEA, by state (2003, 2005, and 2007) 

Change 

2003 to 2005 2005 to 2007 2003 to 2007 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

4.3 

 3.8 

 6.1 

-2.8 

 6.6 

 0.6 

8.6 

 1.0 

7.7 

10.2 

 -2.3 

13.5 

9.1 

1.7 

6.8 

 3.0 

-1.0 

3.3 

 7.5 

 6.3 

 4.6 

6.4 

4.4 

 6.0 

2.8 

 8.0 

-2.2 

0.9 

8.0 

 1.0 

 5.5 

4.7 

6.0 

-2.2 

-0.2 

-4.2 

11.6 

8.5 

 3.0 

3.5 

 6.2 

4.6 

-0.1 

5.9 

 0.9 

 3.5 

6.5 

 3.0 

 3.7 

 5.2 

7.0 

 9.6 

-2.0 

0.57 

3.21 

2.65 

3.53 

3.19 

2.44 

3.20 

3.01 

2.48 

3.35 

2.28 

2.77 

2.78 

3.01 

2.60 

2.88 

2.68 

2.12 

2.60 

3.05 

2.44 

2.25 

3.39 

1.87 

3.78 

2.69 

3.34 

2.63 

2.48 

2.20 

3.32 

2.28 

2.94 

2.77 

2.12 

2.27 

2.59 

3.40 

2.82 

2.60 

3.15 

2.37 

2.90 

2.05 

3.91 

2.53 

2.59 

2.44 

3.22 

2.39 

2.61 

2.97 

2.30 

p<.001

0.242 

0.022 

0.425 

0.039 

0.809 

0.008 

0.735 

0.002 

0.002 

0.309 

p<.001

0.001 

0.575 

0.009 

0.305 

0.706 

0.119 

0.004 

0.038 

0.058 

0.004 

0.195 

0.001 

0.453 

0.003 

0.516 

0.738 

0.001 

0.639 

0.096 

0.039 

0.042 

0.429 

0.912 

0.067 

p<.001

0.012 

0.289 

0.174 

0.047 

0.054 

0.976 

0.004 

0.827 

0.167 

0.012 

0.227 

0.256 

0.030 

0.007 

0.001 

0.394 

 Y 

Y 

Y 

Y 

 Y 

Y 

Y 

Y 

Y 

Y 

Y 

Y 

 Y 

Y 

Y 

Y 

Y 

Y 

1.8 0.56 0.001 Y 

1.3 3.46 0.714 

-2.2 2.63 0.405 

1.2 3.76 0.742 

8.0 3.54 0.025 

-3.0 2.59 0.243 

-3.0 3.48 0.393 

-3.9 2.94 0.188 

4.4 2.26 0.050 

0.1 3.43 0.965 

3.6 2.60 0.165 

-4.2 2.38 0.081 

1.1 2.81 0.690 

-1.7 3.27 0.606 

0.5 2.66 0.840 

3.7 3.17 0.240 

8.5 2.67 0.001 Y 

3.0 2.62 0.248 

-0.9 2.82 0.759 

8.7 2.67 0.001 Y 

0.3 2.10 0.902 

4.7 2.28 0.038 

3.3 3.36 0.320 

7.7 1.92 p<.001 Y 

-4.8 3.69 0.198 

-2.4 3.05 0.435 

7.1 3.07 0.021 

2.8 2.75 0.305 

2.7 2.72 0.328 

-1.1 2.52 0.654 

8.6 3.77 0.022 

3.5 2.10 0.100 

10.9 3.06 p<.001 Y 

3.5 2.83 0.211 

5.5 2.21 0.013 Y 

-2.0 2.23 0.359 

5.2 2.41 0.031 

4.5 3.37 0.178 

4.6 2.87 0.110 

-6.2 2.72 0.024 

7.4 2.90 0.011 Y 

1.9 2.48 0.441 

-6.2 3.09 0.045 

-0.6 2.74 0.814 

12.0 4.12 0.004 Y 

0.5 2.50 0.842 

-4.4 2.75 0.109 

-3.6 2.14 0.093 

7.3 2.77 0.009 Y 

0.8 3.06 0.806 

6.5 2.36 0.006 Y 

2.5 3.04 0.415 

5.1 2.18 0.020 Y 

6.1 0.56 p<.001 Y 

5.0 3.32 0.130 

3.9 2.80 0.162 

-1.6 3.56 0.658 

14.6 3.32 p<.001 Y 

-2.4 2.89 0.400 

5.6 3.03 0.065 

-2.8 2.85 0.318 

12.1 2.14 p<.001 Y 

10.3 3.39 0.002 Y 

1.3 2.17 0.551 

9.3 2.58 p<.001 Y 

10.2 2.94 0.001 Y 

0.0 3.02 0.999 

7.4 2.75 0.007 Y 

6.7 3.38 0.048 

7.5 2.81 0.008 Y 

6.3 2.45 0.010 Y 

6.6 2.84 0.020 Y 

15.0 2.96 p<.001 Y 

4.9 2.53 0.054 

11.2 2.24 p<.001 Y 

7.7 2.90 0.008 Y 

13.6 1.94 p<.001 Y 

-1.9 4.07 0.637 

5.7 2.72 0.038 

4.9 3.74 0.190 

3.7 2.52 0.143 

10.7 2.50 p<.001 Y 

-0.1 2.78 0.972 

14.1 3.76 p<.001 Y 

8.2 2.07 p<.001 Y 

16.9 3.07 p<.001 Y 

1.3 3.08 0.662 

5.2 2.39 0.029 

-6.2 2.23 0.005 Y 

16.8 2.36 p<.001 Y 

13.1 2.76 p<.001 Y 

7.6 3.00 0.012 Y 

-2.6 2.49 0.290 

13.6 2.67 p<.001 Y 

6.5 2.46 0.008 Y 

-6.3 3.11 0.043 

5.3 2.64 0.046 

12.9 4.59 0.005 Y 

4.0 2.81 0.154 

2.1 2.68 0.438 

-0.6 2.31 0.785 

10.9 2.88 p<.001 Y 

5.9 2.64 0.024 

13.5 2.56 p<.001 Y 

12.1 2.77 p<.001 Y 

3.1 2.13 0.143 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-117 
Exhibit A4.13c. Mean mathematics scale scores of fourth-grade students not identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007 

Standard Sample Standard Sample Standard Sample 

Mean error size Mean error size Mean error size 

National 236.5 0.23 170,381 239.6 0.17 150,321 241.5 0.17 174,529 

Alabama 226.8 1.23 3,255 228.5 0.87 2,340 232.1 1.18 3,150 

Alaska 236.9 0.85 2,427 238.5 1.08 2,408 241.1 1.01 2,550 

Arizona 230.8 1.09 3,776 232.0 1.12 2,730 234.3 1.00 3,458 

Arkansas 233.0 1.02 2,949 238.9 0.87 2,581 240.0 1.10 2,912 

California 229.4 0.94 8,110 232.3 0.58 10,304 232.2 0.72 9,844 

Colorado 238.4 0.98 3,155 241.7 0.98 2,520 243.4 0.98 3,026 

Connecticut 243.0 0.79 3,023 244.9 0.82 2,492 246.2 1.10 2,937 

Delaware 238.3 0.51 3,035 241.6 0.50 2,457 244.0 0.43 3,080 

District of Columbia 208.0 0.62 2,595 214.2 0.71 2,136 216.4 0.77 1,911 

DoDEA 239.1 0.38 3,777 241.2 0.48 2,275 242.6 0.44 2,970 

Florida 237.8 0.98 3,151 241.3 0.71 3,780 244.9 0.76 4,959 

Georgia 233.0 0.99 4,863 235.9 1.02 3,872 237.1 0.84 4,410 

Hawaii 230.2 0.91 3,360 233.6 0.83 2,520 238.4 0.84 3,150 

Idaho 238.2 0.65 3,079 244.7 0.73 2,610 243.5 0.75 3,367 

Illinois 235.6 1.05 4,604 235.2 1.07 3,784 239.4 0.98 4,539 

Indiana 240.5 0.86 3,296 243.4 0.91 2,408 248.1 0.87 2,838 

Iowa 242.4 0.70 2,909 243.4 0.78 2,784 246.0 0.83 2,728 

Kansas 244.9 1.05 2,725 248.3 1.00 3,026 250.5 0.92 2,700 

Kentucky 231.2 1.02 3,175 233.8 0.86 2,552 236.8 0.92 2,958 

Louisiana 230.3 1.19 2,467 234.7 0.90 2,240 233.2 1.01 2,635 

Maine 241.5 0.69 2,571 244.4 0.84 2,268 245.3 0.86 2,635 

Maryland 235.3 1.30 3,262 240.8 0.97 2,520 242.2 0.96 3,367 

Massachusetts 245.2 0.76 3,924 250.5 0.86 3,485 254.8 0.89 3,915 

Michigan 237.0 0.97 3,665 239.7 1.22 2,403 240.0 1.24 3,150 

Minnesota 244.9 0.93 3,248 248.0 1.01 2,403 249.9 0.97 3,256 

Mississippi 223.4 1.07 3,274 228.3 0.94 2,576 228.7 0.95 3,094 

Missouri 236.7 1.01 3,193 237.1 0.91 2,494 241.3 0.93 2,937 

Montana 239.0 0.79 2,613 242.8 0.78 2,520 246.1 0.72 2,790 

Nebraska 238.9 0.89 2,440 240.8 0.93 2,688 241.1 1.11 2,580 

Nevada 230.1 0.75 3,139 231.9 0.77 2,700 233.2 0.90 3,827 

New Hampshire 247.1 0.86 2,796 249.8 0.76 2,214 252.3 0.76 2,856 

New Jersey 242.8 1.12 3,055 247.9 1.11 2,523 251.4 1.04 2,992 

New Mexico 225.5 1.10 2,589 226.9 0.90 2,523 230.4 0.92 2,970 

New York 238.5 0.93 4,127 241.6 0.86 4,576 246.0 0.87 4,089 

North Carolina 244.0 0.80 4,410 243.5 0.90 3,654 244.3 0.77 5,046 

North Dakota 241.1 0.62 2,686 245.2 0.64 2,001 247.2 0.52 2,670 

Ohio 240.0 1.00 4,652 244.1 0.99 3,367 246.7 1.11 3,738 

Oklahoma 232.4 0.94 2,860 237.2 1.00 2,552 239.1 0.74 3,060 

Oregon 239.2 0.98 2,978 240.6 0.81 2,492 239.2 1.01 3,132 

Pennsylvania 239.3 1.07 3,168 244.6 1.10 3,132 247.5 0.75 3,096 

Rhode Island 235.0 1.08 2,717 237.7 0.89 2,296 240.0 0.81 2,739 

South Carolina 237.8 0.95 3,274 240.4 0.87 2,700 240.2 0.78 3,168 

South Dakota 240.0 0.74 2,955 244.4 0.53 2,408 243.9 0.64 2,752 

Tennessee 230.5 1.00 3,308 234.1 1.19 2,760 234.1 0.88 3,220 

Texas 238.6 0.92 5,648 243.5 0.58 8,372 243.7 0.67 9,108 

Utah 237.3 0.78 3,457 241.2 0.79 2,670 242.2 0.93 3,420 

Vermont 245.3 0.77 2,584 246.5 0.56 1,827 250.8 0.59 2,408 

Virginia 241.0 1.10 3,404 242.8 0.91 2,581 245.1 0.90 3,382 

Washington 241.6 1.00 3,429 244.5 0.88 2,581 246.0 0.98 3,393 

West Virginia 234.0 0.83 2,549 234.2 0.76 2,324 239.1 0.78 2,688 

Wisconsin 240.3 0.77 2,867 243.3 0.82 2,376 247.2 0.82 2,904 

Wyoming 244.4 0.58 2,419 246.9 0.61 1,548 247.0 0.49 2,436 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-118 
Exhibit A4.13d Change in mean mathematics scale scores for fourth-grade students not identified for 

services under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 3.1 0.29 p<.001 Y 1.9 0.24 p<.001 Y 5.0 0.29 p<.001 Y 

Alabama 1.8 1.50 0.243 3.6 1.47 0.015 Y 5.3 1.70 0.002 Y 

Alaska 1.6 1.38 0.259 2.6 1.48 0.079 4.2 1.32 0.002 Y 

Arizona 1.2 1.56 0.436 2.3 1.51 0.127 3.5 1.48 0.018 Y 

Arkansas 5.9 1.34 p<.001 Y 1.1 1.40 0.448 7.0 1.51 p<.001 Y 

California 2.9 1.10 0.009 Y 0.0 0.92 0.990 2.9 1.18 0.015 Y 

Colorado 3.4 1.38 0.015 Y 1.6 1.38 0.241 5.0 1.38 p<.001 Y 

Connecticut 1.9 1.13 0.095 1.3 1.37 0.328 3.2 1.35 0.017 Y 

Delaware 3.3 0.71 p<.001 Y 2.4 0.66 p<.001 Y 5.7 0.66 p<.001 Y 

District of Columbia 6.2 0.95 p<.001 Y 2.2 1.05 0.035 8.4 0.99 p<.001 Y 

DoDEA 2.1 0.61 0.001 Y 1.4 0.65 0.033 3.5 0.58 p<.001 Y 

Florida 3.5 1.21 0.004 Y 3.7 1.04 p<.001 Y 7.1 1.24 p<.001 Y 

Georgia 2.9 1.42 0.041 1.2 1.32 0.361 4.1 1.30 0.002 Y 

Hawaii 3.5 1.23 0.005 Y 4.7 1.19 p<.001 Y 8.2 1.24 p<.001 Y 

Idaho 6.5 0.98 p<.001 Y -1.2 1.05 0.239 5.3 0.99 p<.001 Y 

Illinois -0.5 1.50 0.752 4.3 1.45 0.003 Y 3.8 1.44 0.008 Y 

Indiana 2.9 1.25 0.021 4.8 1.26 p<.001 Y 7.6 1.22 p<.001 Y 

Iowa 1.0 1.05 0.330 2.6 1.14 0.022 3.6 1.09 0.001 Y 

Kansas 3.4 1.44 0.018 Y 2.2 1.35 0.106 5.6 1.39 p<.001 Y 

Kentucky 2.6 1.34 0.052 3.0 1.26 0.016 Y 5.6 1.38 p<.001 Y 

Louisiana 4.4 1.49 0.003 Y -1.5 1.36 0.271 2.9 1.56 0.062 

Maine 2.9 1.09 0.008 Y 0.9 1.20 0.471 3.7 1.10 0.001 Y 

Maryland 5.5 1.62 0.001 Y 1.4 1.36 0.315 6.9 1.62 p<.001 Y 

Massachusetts 5.3 1.14 p<.001 Y 4.3 1.24 p<.001 Y 9.6 1.17 p<.001 Y 

Michigan 2.7 1.56 0.088 0.3 1.74 0.860 3.0 1.57 0.059 

Minnesota 3.2 1.38 0.021 1.8 1.40 0.193 5.0 1.35 p<.001 Y 

Mississippi 4.9 1.42 0.001 Y 0.4 1.33 0.756 5.3 1.43 p<.001 Y 

Missouri 0.3 1.35 0.815 4.2 1.30 0.001 Y 4.6 1.37 0.001 Y 

Montana 3.8 1.11 0.001 Y 3.3 1.06 0.002 Y 7.0 1.07 p<.001 Y 

Nebraska 1.9 1.29 0.138 0.3 1.45 0.820 2.2 1.42 0.115 

Nevada 1.8 1.08 0.094 1.3 1.18 0.258 3.1 1.17 0.007 Y 

New Hampshire 2.7 1.15 0.019 Y 2.4 1.08 0.023 5.1 1.15 p<.001 Y 

New Jersey 5.2 1.58 0.001 Y 3.5 1.53 0.023 8.6 1.53 p<.001 Y 

New Mexico 1.4 1.42 0.314 3.5 1.28 0.006 Y 5.0 1.44 0.001 Y 

New York 3.1 1.26 0.015 Y 4.4 1.22 p<.001 Y 7.4 1.27 p<.001 Y 

North Carolina -0.4 1.20 0.717 0.8 1.19 0.504 0.4 1.11 0.749 

North Dakota 4.1 0.89 p<.001 Y 2.0 0.83 0.017 Y 6.1 0.80 p<.001 Y 

Ohio 4.1 1.40 0.004 Y 2.6 1.48 0.077 6.7 1.49 p<.001 Y 

Oklahoma 4.8 1.37 p<.001 Y 1.9 1.25 0.131 6.7 1.20 p<.001 Y 

Oregon 1.4 1.27 0.267 -1.5 1.29 0.254 -0.1 1.41 0.965 

Pennsylvania 5.2 1.54 0.001 Y 3.0 1.33 0.026 8.2 1.30 p<.001 Y 

Rhode Island 2.7 1.40 0.053 2.3 1.20 0.056 5.0 1.35 p<.001 Y 

South Carolina 2.7 1.29 0.039 -0.2 1.17 0.839 2.4 1.23 0.048 

South Dakota 4.3 0.90 p<.001 Y -0.5 0.83 0.578 3.9 0.97 p<.001 Y 

Tennessee 3.6 1.55 0.020 Y 0.0 1.49 0.994 3.6 1.33 0.007 Y 

Texas 4.9 1.09 p<.001 Y 0.2 0.89 0.834 5.1 1.13 p<.001 Y 

Utah 3.9 1.11 p<.001 Y 1.0 1.22 0.416 4.9 1.21 p<.001 Y 

Vermont 1.2 0.96 0.194 4.3 0.82 p<.001 Y 5.5 0.97 p<.001 Y 

Virginia 1.8 1.43 0.222 2.4 1.29 0.064 4.1 1.43 0.004 Y 

Washington 2.9 1.34 0.028 1.4 1.32 0.274 4.4 1.41 0.002 Y 

West Virginia 0.2 1.13 0.872 4.9 1.09 p<.001 Y 5.1 1.13 p<.001 Y 

Wisconsin 3.1 1.12 0.006 Y 3.9 1.16 0.001 Y 7.0 1.13 p<.001 Y 

Wyoming 2.5 0.84 0.003 Y 0.2 0.79 0.835 2.6 0.76 0.001 Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-119 
Exhibit A4.13e. Difference in mean mathematics scale scores between fourth-grade students 

identified and not identified for services under IDEA, by state (2003, 2005, and 

2007) 

2003 2005 2007 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

National 22.3 0.47 21.1 0.44 21.2 0.43 

Alabama 35.1 2.48 33.1 2.53 35.4 2.79 

Alaska 25.1 2.17 20.5 2.06 25.3 2.20 

Arizona 20.7 2.59 24.7 2.86 25.8 2.86 

Arkansas 31.1 2.32 30.4 2.57 23.5 2.81 

California 21.5 2.17 23.7 1.58 26.8 2.25 

Colorado 29.7 2.15 24.5 2.75 29.1 2.54 

Connecticut 23.8 2.21 24.7 2.34 29.9 2.25 

Delaware 23.8 1.75 19.3 1.89 17.3 1.40 

District of Columbia 30.7 2.42 26.7 2.50 28.8 2.56 

DoDEA 22.2 1.31 26.6 1.96 24.4 1.83 

Florida 24.2 2.30 14.2 1.96 22.0 1.70 

Georgia 24.5 2.28 18.3 2.13 18.4 2.26 

Hawaii 33.6 2.14 35.4 2.45 41.8 2.46 

Idaho 30.0 2.01 29.7 1.92 27.9 2.12 

Illinois 20.9 2.44 17.5 2.14 18.0 2.74 

Indiana 19.9 2.17 23.8 2.01 20.1 2.16 

Iowa 29.4 1.52 27.1 1.81 26.7 2.21 

Kansas 25.9 2.13 21.9 2.07 24.9 2.34 

Kentucky 22.8 2.55 19.1 2.13 13.5 2.04 

Louisiana 22.1 2.32 21.9 1.66 20.1 1.87 

Maine 26.3 1.70 22.7 1.82 18.8 1.82 

Maryland 20.6 2.45 21.8 2.85 19.8 2.25 

Massachusetts 21.3 1.54 20.6 1.56 17.3 1.66 

Michigan 18.0 3.09 17.8 2.68 22.9 3.08 

Minnesota 25.0 1.89 20.2 2.37 24.4 2.38 

Mississippi 11.0 3.00 18.1 2.05 11.4 2.65 

Missouri 15.2 1.97 14.6 2.21 16.1 2.09 

Montana 27.0 1.77 22.8 2.06 23.4 2.07 

Nebraska 18.5 1.98 19.4 1.61 20.8 2.42 

Nevada 23.6 2.46 19.9 2.48 12.6 3.07 

New Hampshire 25.0 1.81 23.0 1.80 22.0 1.52 

New Jersey 30.5 2.37 29.7 2.35 22.3 2.48 

New Mexico 18.6 2.41 22.2 1.97 22.2 2.40 

New York 23.4 1.88 26.7 1.60 25.6 1.96 

North Carolina 13.6 1.79 17.3 1.84 20.2 1.73 

North Dakota 25.8 1.90 18.2 1.97 15.0 1.62 

Ohio 26.1 2.21 21.6 2.94 19.7 2.22 

Oklahoma 23.3 2.29 25.1 2.14 22.4 2.28 

Oregon 21.0 1.93 18.9 2.15 23.6 2.11 

Pennsylvania 29.8 2.34 28.8 2.61 24.4 1.83 

Rhode Island 25.0 1.98 23.1 1.91 23.5 1.99 

South Carolina 17.2 2.28 20.0 2.21 25.9 2.45 

South Dakota 20.6 1.54 19.0 1.63 19.2 2.36 

Tennessee 24.6 3.26 27.4 2.65 15.4 3.48 

Texas 15.0 2.21 16.4 1.65 16.1 2.08 

Utah 24.4 1.94 21.8 2.04 27.2 2.21 

Vermont 24.1 1.99 22.3 1.70 30.2 1.52 

Virginia 20.9 2.60 19.0 2.38 14.1 1.90 

Washington 27.8 1.62 25.5 2.20 26.2 2.51 

West Virginia 26.0 2.14 19.2 1.87 17.6 1.80 

Wisconsin 29.2 2.06 22.6 2.42 24.0 2.17 

Wyoming 23.7 1.70 28.1 1.77 23.2 1.49 

NOTE: DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-120 
Exhibit A4.13f. Change in difference in mean mathematics scale scores between fourth-grade students 

identified and not identified for services under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

-1.2 

 -2.0 

 -4.5 

4.0 

 -0.7 

 2.3 

-5.2 

 0.9 

-4.5 

-4.0 

 4.4 

-10.0 

-6.2 

1.8 

-0.3 

 -3.4 

3.9 

-2.3 

 -4.0 

 -3.7 

 -0.2 

-3.6 

1.1 

 -0.7 

-0.2 

 -4.8 

7.0 

-0.6 

-4.2 

 0.9 

 -3.7 

-2.0 

-0.8 

3.6 

3.3 

3.7 

-7.5 

-4.5 

 1.8 

-2.1 

 -1.0 

-1.9 

2.8 

-1.6 

 2.8 

 1.4 

-2.6 

 -1.7 

 -1.9 

 -2.2 

-6.8 

 -6.6 

4.4 

0.64 

3.54 

2.99 

3.86 

3.47 

2.68 

3.49 

3.22 

2.58 

3.48 

2.36 

3.03 

3.12 

3.25 

2.78 

3.25 

2.96 

2.36 

2.97 

3.33 

2.86 

2.49 

3.75 

2.19 

4.09 

3.03 

3.63 

2.96 

2.71 

2.55 

3.49 

2.55 

3.34 

3.12 

2.47 

2.57 

2.74 

3.68 

3.14 

2.89 

3.50 

2.75 

3.18 

2.24 

4.21 

2.76 

2.82 

2.62 

3.52 

2.74 

2.84 

3.18 

2.45 

0.060 

0.572 

0.129 

0.296 

0.845 

0.393 

0.136 

0.786 

0.084 

0.254 

0.061 

0.001 

0.048 

0.587 

0.911 

0.291 

0.189 

0.335 

0.173 

0.261 

0.941 

0.153 

0.763 

0.751 

0.966 

0.109 

0.053 

0.849 

0.121 

0.731 

0.286 

0.427 

0.806 

0.245 

0.181 

0.147 

0.006 

0.225 

0.565 

0.463 

0.773 

0.499 

0.385 

0.479 

0.511 

0.612 

0.351 

0.515 

0.589 

0.414 

0.016 

0.039 

0.070 

Y 

Y 

Y 

0.1 0.61 0.879 

2.3 3.76 0.540 

4.8 3.02 0.112 

1.1 4.05 0.794 

-6.9 3.81 0.070 

3.0 2.75 0.273 

4.6 3.74 0.220 

5.2 3.24 0.108 

-2.0 2.35 0.390 

2.1 3.58 0.564 

-2.2 2.68 0.407 

7.8 2.60 0.003 Y 

0.1 3.11 0.978 

6.4 3.47 0.064 

-1.8 2.86 0.535 

0.5 3.48 0.876 

-3.7 2.95 0.206 

-0.4 2.86 0.886 

3.1 3.13 0.329 

-5.6 2.95 0.056 

-1.8 2.50 0.484 

-3.9 2.58 0.134 

-2.0 3.63 0.586 

-3.3 2.28 0.144 

5.1 4.08 0.215 

4.2 3.35 0.210 

-6.7 3.35 0.047 

1.4 3.04 0.638 

0.6 2.92 0.839 

1.5 2.91 0.616 

-7.3 3.95 0.066 

-1.0 2.36 0.668 

-7.4 3.42 0.030 

0.0 3.11 0.999 

-1.1 2.53 0.666 

2.8 2.53 0.262 

-3.2 2.55 0.205 

-1.9 3.68 0.603 

-2.7 3.13 0.387 

4.7 3.01 0.119 

-4.4 3.19 0.164 

0.4 2.76 0.891 

6.0 3.30 0.071 

0.2 2.87 0.949 

-12.0 4.38 0.006 Y 

-0.3 2.65 0.906 

5.4 3.01 0.073 

7.9 2.29 0.001 Y 

-4.9 3.05 0.110 

0.7 3.34 0.836 

-1.6 2.60 0.540 

1.4 3.25 0.667 

-4.9 2.31 0.034 

-1.1 0.63 0.078 

0.3 3.73 0.934 

0.2 3.09 0.937 

5.1 3.86 0.187 

-7.6 3.65 0.038 

5.3 3.12 0.090 

-0.6 3.33 0.854 

6.1 3.15 0.054 

-6.5 2.24 0.004 Y 

-1.9 3.53 0.589 

2.2 2.25 0.329 

-2.2 2.86 0.444 

-6.1 3.21 0.058 

8.2 3.26 0.012 Y 

-2.1 2.92 0.476 

-2.9 3.67 0.432 

0.1 3.06 0.962 

-2.7 2.68 0.316 

-1.0 3.16 0.753 

-9.4 3.27 0.004 Y 

-2.0 2.98 0.510 

-7.4 2.49 0.003 Y 

-0.8 3.32 0.800 

-4.0 2.26 0.075 

4.9 4.36 0.262 

-0.6 3.04 0.833 

0.4 4.00 0.927 

0.9 2.87 0.763 

-3.6 2.72 0.183 

2.3 3.12 0.455 

-11.0 3.94 0.005 Y 

-3.0 2.37 0.199 

-8.2 3.43 0.016 Y 

3.6 3.40 0.287 

2.2 2.71 0.415 

6.6 2.49 0.009 Y 

-10.8 2.50 p<.001 Y 

-6.4 3.13 0.042 

-0.9 3.23 0.779 

2.6 2.86 0.369 

-5.4 2.97 0.067 

-1.5 2.81 0.598 

8.7 3.34 0.009 Y 

-1.4 2.82 0.618 

-9.3 4.77 0.053 

1.1 3.03 0.721 

2.8 2.94 0.345 

6.2 2.51 0.014 Y 

-6.8 3.22 0.035 

-1.5 2.99 0.606 

-8.4 2.80 0.003 Y 

-5.2 2.99 0.085 

-0.5 2.26 0.835 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-121 
 

Exhibit A4.13g. State mean mathematics scale score, adjusted national mean mathematics scale 

score, and difference between the two for fourth-grade students identified for 

services under IDEA, by state (2007) 

(1) 

Mean 

(2) 

Standard 

error 

(3) 

Adjusted 

national 

mean 

(4) 

Standard 

error of 

adjusted 

national 

mean 

(4) 

Difference 

between col 

3 and col 1 

(5) 

Standard 

error of 

col 4 

(6) 

p value 

(6) 

BH significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

220.3 

 196.7 

 215.8 

208.6 

 216.4 

 205.5 

214.3 

 216.3 

226.7 

187.7 

 218.3 

222.9 

218.7 

196.5 

215.6 

 221.4 

228.1 

219.3 

 225.6 

 223.4 

 213.1 

226.4 

222.4 

 237.6 

217.1 

 225.5 

217.3 

225.2 

222.7 

 220.3 

 220.6 

230.3 

229.1 

208.2 

220.4 

224.2 

232.2 

227.0 

 216.7 

215.6 

 223.1 

216.5 

214.2 

224.7 

 218.7 

 227.6 

215.0 

 220.6 

 231.0 

 219.8 

221.5 

 223.2 

223.8 

0.39 

2.52 

1.96 

2.68 

2.59 

2.13 

2.35 

1.96 

1.33 

2.45 

1.77 

1.52 

2.10 

2.31 

1.98 

2.56 

1.98 

2.05 

2.15 

1.82 

1.57 

1.61 

2.03 

1.40 

2.82 

2.17 

2.48 

1.87 

1.94 

2.15 

2.94 

1.32 

2.25 

2.22 

1.75 

1.55 

1.53 

1.92 

2.16 

1.85 

1.67 

1.82 

2.32 

2.27 

3.37 

1.97 

2.00 

1.40 

1.67 

2.31 

1.63 

2.01 

1.41 

220.6 

220.3 

220.5 

220.3 

222.5 

220.4 

220.3 

220.2 

220.3 

220.3 

220.1 

220.3 

220.4 

220.3 

220.2 

220.1 

220.3 

220.2 

220.2 

220.4 

220.2 

220.2 

219.9 

220.4 

220.2 

220.3 

220.2 

220.3 

220.3 

220.3 

220.2 

220.0 

220.3 

220.3 

220.1 

220.2 

220.0 

220.3 

220.3 

220.1 

220.3 

220.3 

220.2 

220.3 

219.6 

220.3 

220.3 

220.0 

220.3 

220.3 

220.2 

220.3 

0.40 

0.39 

0.40 

0.39 

0.32 

0.40 

0.39 

0.39 

0.39 

0.39 

0.40 

0.40 

0.39 

0.39 

0.39 

0.40 

0.39 

0.39 

0.40 

0.40 

0.39 

0.40 

0.40 

0.39 

0.40 

0.39 

0.40 

0.39 

0.39 

0.39 

0.39 

0.40 

0.39 

0.40 

0.40 

0.39 

0.40 

0.39 

0.40 

0.40 

0.39 

0.40 

0.39 

0.39 

0.39 

0.39 

0.39 

0.40 

0.40 

0.39 

0.40 

0.39 

23.9 

4.5 

11.9 

3.9 

17.0 

6.1 

4.0 

-6.5 

32.7 

2.0 

-2.8 

1.6 

23.8 

4.7 

-1.2 

-8.0 

1.0 

-5.4 

-3.2 

7.3 

-6.2 

-2.2 

-17.6 

3.2 

-5.3 

3.0 

-5.1 

-2.4 

0.0 

-0.3 

-10.1 

-9.1 

12.1 

-0.2 

-4.0 

-12.0 

-7.1 

3.6 

4.7 

-3.0 

3.8 

6.1 

-4.4 

1.6 

-8.0 

5.4 

-0.3 

-11.0 

0.5 

-1.3 

-3.0 

-3.5 

 

2.55 

2.00 

2.71 

2.62 

2.16 

2.38 

2.00 

1.39 

2.48 

1.82 

1.58 

2.13 

2.34 

2.02 

2.59 

2.02 

2.09 

2.19 

1.86 

1.62 

1.65 

2.07 

1.46 

2.85 

2.21 

2.51 

1.91 

1.98 

2.19 

2.97 

1.38 

2.29 

2.25 

1.80 

1.60 

1.58 

1.96 

2.20 

1.89 

1.72 

1.86 

2.36 

2.30 

3.39 

2.01 

2.04 

1.46 

1.72 

2.34 

1.67 

2.05 

1.46 

 

p<.001

0.025 

p<.001

0.141 

p<.001

0.011 

0.047 

p<.001

p<.001

0.269 

0.073 

0.462 

p<.001

0.020 

0.644 

p<.001

0.646 

0.013 

0.089 

p<.001

p<.001

0.296 

p<.001

0.257 

0.016 

0.233 

0.008 

0.220 

0.996 

0.908 

p<.001

p<.001

p<.001

0.933 

0.012 

p<.001

p<.001

0.102 

0.013 

0.084 

0.043 

0.010 

0.054 

0.637 

p<.001

0.009 

0.834 

p<.001

0.828 

0.441 

0.145 

0.016 

 Y

 Y

 Y

Y

 Y

 Y

 Y

 Y

Y

 Y

 Y

 Y

Y

Y

 Y

 Y

 Y

Y

 Y

 Y

Y

Y

 Y

Y

 Y

Y

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-122 
Exhibit A4.13h. State mean mathematics scale score, adjusted national mean mathematics scale 

score, and difference between the two for fourth-grade students not identified for 

services under IDEA, by state (2007) 

(4) 

(4) Difference: 

Standard adjusted 

(3) error of national (5) 

(2) Adjusted adjusted mean Standard (6) 

(1) Standard national national (col 3)– error of (6) BH signifiMean error mean mean mean (col 1) difference p value cance 

National 241.5 0.17 

Alabama 232.1 1.18 241.6 0.17 9.5 1.20 p<.001 Y 

Alaska 241.1 1.01 241.5 0.17 0.4 1.02 0.718 

Arizona 234.3 1.00 241.6 0.17 7.3 1.02 p<.001 Y 

Arkansas 240.0 1.10 241.5 0.17 1.5 1.12 0.179 

California 232.2 0.72 242.8 0.16 10.6 0.74 p<.001 Y 

Colorado 243.4 0.98 241.4 0.17 -1.9 0.99 0.051 Y 

Connecticut 246.2 1.10 241.4 0.17 -4.8 1.11 p<.001 Y 

Delaware 244.0 0.43 241.4 0.17 -2.6 0.46 p<.001 Y 

District of Columbia 216.4 0.77 241.5 0.17 25.1 0.79 p<.001 Y 

DoDEA 242.6 0.44 241.5 0.17 -1.2 0.47 0.014 Y 

Florida 244.9 0.76 241.3 0.17 -3.7 0.78 p<.001 Y 

Georgia 237.1 0.84 241.6 0.17 4.5 0.86 p<.001 Y 

Hawaii 238.4 0.84 241.5 0.17 3.1 0.86 p<.001 Y 

Idaho 243.5 0.75 241.4 0.17 -2.0 0.77 0.008 Y 

Illinois 239.4 0.98 241.5 0.17 2.1 0.99 0.034 

Indiana 248.1 0.87 241.3 0.17 -6.8 0.88 p<.001 Y 

Iowa 246.0 0.83 241.4 0.17 -4.6 0.85 p<.001 Y 

Kansas 250.5 0.92 241.4 0.17 -9.2 0.93 p<.001 Y 

Kentucky 236.8 0.92 241.5 0.17 4.7 0.94 p<.001 Y 

Louisiana 233.2 1.01 241.6 0.17 8.3 1.03 p<.001 Y 

Maine 245.3 0.86 241.4 0.17 -3.8 0.88 p<.001 Y 

Maryland 242.2 0.96 241.4 0.17 -0.7 0.97 0.454 

Massachusetts 254.8 0.89 241.2 0.17 -13.7 0.91 p<.001 Y 

Michigan 240.0 1.24 241.5 0.17 1.5 1.25 0.232 

Minnesota 249.9 0.97 241.3 0.17 -8.6 0.99 p<.001 Y 

Mississippi 228.7 0.95 241.6 0.17 12.9 0.97 p<.001 Y 

Missouri 241.3 0.93 241.5 0.17 0.2 0.95 0.869 

Montana 246.1 0.72 241.4 0.17 -4.6 0.74 p<.001 Y 

Nebraska 241.1 1.11 241.5 0.17 0.3 1.12 0.763 

Nevada 233.2 0.90 241.5 0.17 8.3 0.91 p<.001 Y 

New Hampshire 252.3 0.76 241.4 0.17 -10.9 0.78 p<.001 Y 

New Jersey 251.4 1.04 241.2 0.17 -10.3 1.06 p<.001 Y 

New Mexico 230.4 0.92 241.5 0.17 11.1 0.93 p<.001 Y 

New York 246.0 0.87 241.2 0.17 -4.8 0.89 p<.001 Y 

North Carolina 244.3 0.77 241.4 0.17 -3.0 0.79 p<.001 Y 

North Dakota 247.2 0.52 241.4 0.17 -5.8 0.54 p<.001 Y 

Ohio 246.7 1.11 241.2 0.17 -5.5 1.12 p<.001 Y 

Oklahoma 239.1 0.74 241.5 0.17 2.4 0.76 0.002 Y 

Oregon 239.2 1.01 241.5 0.17 2.3 1.02 0.024 

Pennsylvania 247.5 0.75 241.2 0.17 -6.3 0.77 p<.001 Y 

Rhode Island 240.0 0.81 241.5 0.17 1.5 0.82 0.073 

South Carolina 240.2 0.78 241.5 0.17 1.3 0.79 0.109 

South Dakota 243.9 0.64 241.4 0.17 -2.4 0.66 p<.001 Y 

Tennessee 234.1 0.88 241.6 0.17 7.5 0.90 p<.001 Y 

Texas 243.7 0.67 241.2 0.17 -2.4 0.69 p<.001 Y 

Utah 242.2 0.93 241.4 0.17 -0.7 0.95 0.453 

Vermont 250.8 0.59 241.4 0.17 -9.3 0.62 p<.001 Y 

Virginia 245.1 0.90 241.4 0.17 -3.8 0.92 p<.001 Y 

Washington 246.0 0.98 241.4 0.17 -4.6 1.00 p<.001 Y 

West Virginia 239.1 0.78 241.5 0.17 2.3 0.79 0.003 Y 

Wisconsin 247.2 0.82 241.3 0.17 -5.9 0.84 p<.001 Y 

Wyoming 247.0 0.49 241.4 0.17 -5.6 0.52 p<.001 Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-123 
 

Exhibit A4.13i. State and adjusted national differences between mean mathematics scale scores of 

fourth grade students identified and not identified for services under IDEA, and 

difference between the two, by state (2007) 

(3) 

(1) Adjusted 

State national 

difference difference (3) 

between between Standard (4) 

children not children not error of Difference (5) 

identified (2) identified adjusted between Standard (7) 

and children Standard and children national col 3 and error of (6) BH signifiidentified error identified difference col 1 col 4 p value cance 

National 21.2 0.43 Alabama 35.4 2.79 21.0 0.43 -14.4 2.82 p<.001 Y

Alaska 25.3 2.20 21.2 0.43 -4.1 2.25 0.066 

Arizona 25.8 2.86 21.1 0.43 -4.7 2.89 0.107 

Arkansas 23.5 2.81 21.2 0.43 -2.4 2.84 0.408 

California 26.8 2.25 20.4 0.36 -6.4 2.28 0.005 Y 

Colorado 29.1 2.54 21.1 0.43 -8.0 2.58 0.002 Y 

Connecticut 29.9 2.25 21.1 0.43 -8.8 2.29 p<.001 Y

Delaware 17.3 1.40 21.2 0.43 3.9 1.46 0.008 Y 

District of Columbia 28.8 2.56 21.2 0.43 -7.6 2.60 0.004 Y 

DoDEA 24.4 1.83 21.2 0.43 -3.2 1.88 0.091 

Florida 22.0 1.70 21.1 0.44 -0.9 1.76 0.629 

Georgia 18.4 2.26 21.3 0.43 2.9 2.30 0.206 

Hawaii 41.8 2.46 21.1 0.43 -20.7 2.50 p<.001 Y

Idaho 27.9 2.12 21.2 0.43 -6.7 2.16 0.002 Y 

Illinois 18.0 2.74 21.3 0.43 3.3 2.78 0.234 

Indiana 20.1 2.16 21.2 0.43 1.2 2.20 0.598 

Iowa 26.7 2.21 21.1 0.43 -5.6 2.25 0.014 Y 

Kansas 24.9 2.34 21.2 0.43 -3.7 2.38 0.115 

Kentucky 13.5 2.04 21.3 0.43 7.8 2.08 p<.001 Y

Louisiana 20.1 1.87 21.2 0.43 1.1 1.91 0.580 

Maine 18.8 1.82 21.2 0.43 2.4 1.87 0.203 

Maryland 19.8 2.25 21.2 0.43 1.4 2.29 0.530 

Massachusetts 17.3 1.66 21.3 0.43 4.0 1.72 0.020 

Michigan 22.9 3.08 21.1 0.43 -1.7 3.11 0.576 

Minnesota 24.4 2.38 21.1 0.43 -3.2 2.42 0.180 

Mississippi 11.4 2.65 21.3 0.43 9.9 2.69 p<.001 Y

Missouri 16.1 2.09 21.3 0.43 5.2 2.13 0.014 Y 

Montana 23.4 2.07 21.2 0.43 -2.2 2.11 0.294 

Nebraska 20.8 2.42 21.2 0.43 0.3 2.46 0.888 

Nevada 12.6 3.07 21.3 0.43 8.6 3.10 0.005 Y 

New Hampshire 22.0 1.52 21.2 0.43 -0.8 1.58 0.624 

New Jersey 22.3 2.48 21.2 0.43 -1.1 2.52 0.655 

New Mexico 22.2 2.40 21.2 0.43 -1.0 2.44 0.680 

New York 25.6 1.96 20.9 0.44 -4.7 2.00 0.019 Y 

North Carolina 20.2 1.73 21.2 0.44 1.0 1.79 0.559 

North Dakota 15.0 1.62 21.2 0.43 6.2 1.67 p<.001 Y

Ohio 19.7 2.22 21.2 0.43 1.6 2.26 0.487 

Oklahoma 22.4 2.28 21.2 0.43 -1.2 2.32 0.611 

Oregon 23.6 2.11 21.2 0.43 -2.4 2.15 0.261 

Pennsylvania 24.4 1.83 21.1 0.44 -3.3 1.89 0.077 

Rhode Island 23.5 1.99 21.2 0.43 -2.3 2.04 0.259 

South Carolina 25.9 2.45 21.1 0.43 -4.8 2.49 0.052 

South Dakota 19.2 2.36 21.2 0.43 2.0 2.40 0.404 

Tennessee 15.4 3.48 21.3 0.43 5.9 3.51 0.091 

Texas 16.1 2.08 21.7 0.42 5.6 2.12 0.008 Y 

Utah 27.2 2.21 21.1 0.43 -6.1 2.25 0.007 Y 

Vermont 30.2 1.52 21.2 0.43 -9.0 1.58 p<.001 Y

Virginia 14.1 1.90 21.4 0.43 7.3 1.95 p<.001 Y

Washington 26.2 2.51 21.1 0.43 -5.2 2.54 0.043 

West Virginia 17.6 1.80 21.2 0.43 3.6 1.85 0.050 

Wisconsin 24.0 2.17 21.1 0.43 -2.9 2.21 0.191 

Wyoming 23.2 1.49 21.2 0.43 -2.0 1.55 0.188 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-124 
National
 

Massachusetts
 

New Hampshire
 

New Jersey
 

Vermont
 

Kansas
 

Minnesota
 

Indiana
 

Pennsylvania
 

Wisconsin
 

North Dakota
 

Wyoming
 

Ohio
 

Connecticut
 

Montana
 

Iowa
 

Washington
 

New York
 

Maine
 

Virginia
 

Florida
 

North Carolina
 

Delaware
 

South Dakota
 

Texas
 Children identified Idaho for IDEA services 

Colorado
 

DoDEA
 Children not identified 

for IDEA services Maryland
 

Utah
 

Missouri
 

Nebraska
 

Alaska
 

South Carolina
 

Michigan
 

Rhode Island
 

Arkansas
 

Illinois
 

Oregon
 

West Virginia
 

Oklahoma
 

Hawaii
 

Georgia
 

Kentucky
 

Arizona
 

Tennessee
 

Louisiana
 

Nevada
 

California
 

Alabama
 

New Mexico
 

Mississippi
 

District of Columbia
 

140 160 180 200 220 240 260 280 300 320

Scale score
 

Exhibit A4.13j. Mean mathematics scale scores of fourth-grade students identified and not identified 

for services under IDEA, by state and compared with national averages (2007) 

Exhibit reads: The mean mathematics scale score of fourth-grade students identified for services under IDEA in 

Massachusetts was 238 in 2007. 

NOTE: States are ordered by the mean scores of students identified for IDEA services. Vertical lines represent national means. DoDEA refers to 

the Department of Defense Education Agency. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 

2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/.

Appendix A4 Page A4-125
Exhibit A4.14a. Mean mathematics scale scores of eighth-grade students identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

 Mean error size Mean error size Mean error size 

National 241.8 0.60 16,884 244.0 0.47 15,920 245.9 0.69 13,887 

Alabama 213.2 2.80 288 221.3 3.32 276 220.2 2.75 252 

Alaska 247.9 2.13 360 248.2 2.29 312 244.6 3.28 208 

Arizona 240.4 3.26 255 242.4 3.17 203 237.0 3.67 224 

Arkansas 218.8 2.21 343 227.3 2.52 308 233.4 2.85 240 

California 231.9 2.56 512 228.2 1.59 808 227.8 2.43 574 

Colorado 248.8 2.24 281 244.4 2.29 225 253.6 2.64 243 

Connecticut 251.9 2.28 310 248.2 2.61 308 245.3 3.43 300 

Delaware 237.1 2.55 218 250.6 3.06 140 257.7 2.45 224 

District of Columbia 204.3 2.96 223 207.8 2.39 252 211.5 3.07 160 

DoDEA 241.0 2.46 211 246.7 2.68 144 251.5 2.85 112 

Florida 234.7 2.77 308 247.5 2.42 574 246.0 2.01 451 

Georgia 234.2 2.34 434 241.5 2.36 351 246.3 3.66 175 

Hawaii 228.2 1.95 382 223.6 2.14 324 224.1 2.73 324 

Idaho 241.0 2.63 273 242.3 2.15 290 244.7 2.28 224 

Illinois 241.1 2.20 525 243.5 2.12 533 245.8 2.83 360 

Indiana 244.0 2.54 300 250.0 2.64 319 254.3 2.57 270 

Iowa 245.5 1.69 421 244.8 1.90 364 247.4 2.02 364 

Kansas 252.3 2.31 333 251.1 2.17 280 257.0 2.43 243 

Kentucky 230.1 2.77 267 242.9 2.91 232 248.8 3.09 189 

Louisiana 233.0 3.48 274 235.7 2.70 240 242.0 2.35 216 

Maine 253.3 2.07 359 247.5 2.02 364 259.2 2.44 324 

Maryland 248.2 2.83 252 244.7 3.03 189 261.6 4.06 112 

Massachusetts 254.0 1.82 554 263.7 2.53 444 270.7 2.72 296 

Michigan 240.2 3.87 223 243.0 2.95 250 238.2 2.88 234 

Minnesota 250.7 2.20 298 249.8 2.96 260 255.5 2.57 290 

Mississippi 231.0 2.98 111 227.8 3.29 168 229.9 2.75 208 

Missouri 246.5 2.26 342 245.0 2.36 280 248.8 2.88 252 

Montana 246.5 2.39 269 252.1 2.33 308 247.7 2.62 260 

Nebraska 249.7 2.21 283 248.4 1.77 348 248.0 2.71 297 

Nevada 232.8 2.64 272 232.6 2.49 252 239.7 4.06 243 

New Hampshire 258.3 1.42 442 258.0 1.82 400 257.9 1.39 448 

New Jersey 246.9 2.49 403 242.2 2.54 378 250.7 2.79 336 

New Mexico 238.4 2.24 597 226.4 2.19 392 240.1 2.51 280 

New York 242.8 2.28 436 249.3 2.09 540 248.6 2.66 418 

North Carolina 254.7 2.23 512 252.5 2.00 492 256.9 2.68 462 

North Dakota 253.4 2.16 354 260.1 1.63 300 263.2 2.50 184 

Ohio 244.6 3.57 303 251.3 2.33 288 250.2 2.87 304 

Oklahoma 238.1 1.99 410 236.6 2.26 324 242.2 3.12 156 

Oregon 249.5 2.64 332 248.0 2.84 260 251.4 2.84 243 

Pennsylvania 243.5 2.51 367 245.3 2.60 348 253.7 3.31 336 

Rhode Island 244.5 1.66 470 240.7 1.64 420 242.6 1.75 405 

South Carolina 249.3 3.33 215 250.9 2.96 224 244.9 2.73 216 

South Dakota 246.4 2.04 260 250.4 2.07 280 250.6 2.66 261 

Tennessee 241.9 4.07 324 236.8 2.59 250 245.6 4.84 145 

Texas 244.5 2.16 430 248.7 2.22 680 250.4 2.69 438 

Utah 243.4 2.67 252 237.2 2.08 261 234.1 2.84 224 

Vermont 257.7 1.85 411 256.7 1.82 336 261.5 2.15 300 

Virginia 254.8 2.38 269 256.1 2.32 280 260.3 2.98 224 

Washington 239.9 2.38 296 243.8 2.29 252 239.9 3.76 240 

West Virginia 231.7 2.53 317 234.5 2.20 378 237.2 2.29 420 

Wisconsin 247.4 2.47 348 250.4 2.81 286 249.3 2.86 270 

Wyoming 247.9 1.47 386 250.9 2.44 273 251.9 2.38 209 

NOTE: DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-126 
Exhibit A4.14b. Change in mean mathematics scale scores for eighth-grade students identified for 

services under IDEA, by state (2003, 2005, and 2007) 

Change 

2003 to 2005 2005 to 2007 2003 to 2007

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

2.2 

 8.1 

 0.3 

2.0 

 8.5 

 -3.8 

-4.4 

 -3.6 

13.6 

3.5 

 5.8 

12.8 

7.2 

-4.6 

1.3 

 2.4 

6.1 

-0.7 

 -1.2 

 12.7 

 2.7 

-5.8 

-3.5 

 9.8 

2.8 

 -0.9 

-3.2 

-1.5 

5.6 

 -1.4 

 -0.2 

-0.4 

-4.7 

-12.0 

6.4 

-2.2 

6.8 

6.7 

 -1.5 

-1.4 

 1.7 

-3.8 

1.7 

4.1 

 -5.2 

 4.1 

-6.2 

 -0.9 

 1.3 

 3.9 

2.9 

 3.1 

3.0 

0.76 

4.35 

3.13 

4.55 

3.35 

3.01 

3.21 

3.47 

3.98 

3.80 

3.64 

3.67 

3.32 

2.89 

3.40 

3.05 

3.66 

2.54 

3.17 

4.02 

4.40 

2.89 

4.15 

3.11 

4.87 

3.69 

4.44 

3.27 

3.34 

2.83 

3.63 

2.31 

3.55 

3.13 

3.09 

2.99 

2.71 

4.26 

3.01 

3.88 

3.62 

2.33 

4.45 

2.90 

4.83 

3.10 

3.38 

2.59 

3.33 

3.31 

3.35 

3.74 

2.85 

0.004 

0.064 

0.934 

0.655 

0.011 

0.212 

0.170 

0.293 

0.001 

0.361 

0.113 

p<.001

0.029 

0.109 

0.709 

0.430 

0.097 

0.798 

0.708 

0.002 

0.539 

0.046 

0.402 

0.002 

0.568 

0.809 

0.474 

0.638 

0.095 

0.627 

0.955 

0.869 

0.185 

p<.001

0.038 

0.465 

0.012 

0.114 

0.625 

0.716 

0.631 

0.103 

0.705 

0.160 

0.285 

0.181 

0.068 

0.721 

0.687 

0.239 

0.395 

0.414 

0.290 

Y 

Y 

Y 

 Y 

Y 

Y 

Y 

1.9 0.83 0.026 

-1.1 4.32 0.800 

-3.5 4.00 0.377 

-5.4 4.84 0.268 

6.1 3.81 0.110 

-0.4 2.90 0.883 

9.2 3.50 0.008 Y 

-2.9 4.31 0.503 

7.1 3.92 0.072 

3.7 3.89 0.345 

4.8 3.91 0.219 

-1.5 3.14 0.623 

4.8 4.36 0.267 

0.6 3.47 0.871 

2.4 3.14 0.442 

2.3 3.53 0.519 

4.3 3.69 0.246 

2.6 2.78 0.349 

5.9 3.26 0.070 

5.9 4.25 0.164 

6.3 3.58 0.076 

11.7 3.17 p<.001 Y 

16.9 5.06 0.001 Y 

7.0 3.71 0.059 

-4.8 4.12 0.246 

5.7 3.92 0.144 

2.1 4.29 0.617 

3.7 3.73 0.315 

-4.4 3.50 0.209 

-0.3 3.23 0.916 

7.1 4.76 0.137 

-0.1 2.29 0.978 

8.5 3.77 0.025 

13.7 3.32 p<.001 Y 

-0.6 3.38 0.851 

4.4 3.35 0.189 

3.0 2.99 0.310 

-1.1 3.70 0.760 

5.5 3.85 0.150 

3.4 4.01 0.402 

8.4 4.21 0.045 

1.9 2.40 0.434 

-6.0 4.02 0.135 

0.1 3.37 0.968 

8.9 5.49 0.107 

1.7 3.49 0.631 

-3.0 3.52 0.387 

4.8 2.81 0.091 

4.2 3.78 0.261 

-3.9 4.40 0.379 

2.7 3.17 0.401 

-1.2 4.01 0.771 

1.0 3.41 0.776 

4.1 0.91 p<.001 Y 

7.0 3.93 0.076 

-3.3 3.91 0.402 

-3.3 4.91 0.497 

14.6 3.61 p<.001 Y 

-4.2 3.52 0.235 

4.8 3.47 0.163 

-6.5 4.12 0.113 

20.6 3.54 p<.001 Y 

7.1 4.26 0.094 

10.6 3.77 0.005 Y 

11.3 3.42 0.001 Y 

12.1 4.35 0.005 Y 

-4.1 3.35 0.226 

3.7 3.48 0.290 

4.7 3.58 0.190 

10.4 3.62 0.004 Y 

1.9 2.63 0.460 

4.7 3.35 0.159 

18.6 4.15 p<.001 Y 

9.1 4.20 0.031 

5.9 3.20 0.063 

13.4 4.94 0.007 Y 

16.8 3.27 p<.001 Y 

-2.0 4.83 0.678 

4.8 3.38 0.153 

-1.0 4.06 0.799 

2.2 3.66 0.547 

1.2 3.54 0.740 

-1.7 3.49 0.624 

6.9 4.84 0.155 

-0.4 1.99 0.823 

3.7 3.74 0.318 

1.7 3.36 0.614 

5.8 3.50 0.098 

2.2 3.49 0.527 

9.8 3.31 0.003 Y 

5.6 4.58 0.221 

4.1 3.69 0.271 

1.9 3.88 0.615 

10.2 4.16 0.014 

-1.9 2.41 0.426 

-4.3 4.30 0.314 

4.2 3.35 0.208 

3.7 6.33 0.559 

5.8 3.45 0.092 

-9.2 3.90 0.018 

3.8 2.83 0.177 

5.6 3.82 0.144 

0.0 4.45 0.995 

5.5 3.41 0.106 

1.9 3.78 0.617 

4.0 2.80 0.155 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-127 
Exhibit A4.14c. Mean mathematics scale scores of eighth-grade students not identified for services 

under IDEA, by state (2003, 2005, and 2007) 

2003 2005 2007

Standard Sample Standard Sample Standard Sample 

 Mean error size Mean error size Mean error size 

National 280.4 0.26 136,604 281.5 0.19 143,280 283.6 0.24 140,413 

Alabama 268.0 1.48 2,334 267.9 1.42 2,024 270.6 1.39 2,548 

Alaska 284.1 1.00 2,212 283.3 0.82 2,288 286.2 1.01 2,392 

Arizona 274.2 1.12 2,578 276.9 1.05 2,697 279.0 1.18 2,576 

Arkansas 273.1 1.21 2,294 277.5 1.08 2,492 278.6 1.09 2,160 

California 270.9 1.20 5,177 271.9 0.64 9,292 273.8 0.80 7,626 

Colorado 287.5 1.04 2,533 284.3 1.14 2,275 289.4 0.94 2,457 

Connecticut 287.9 1.26 2,512 285.3 1.41 2,492 287.5 1.44 2,200 

Delaware 281.1 0.63 2,512 282.8 0.61 2,660 285.4 0.65 2,576 

District of Columbia 248.0 0.84 1,802 250.5 0.81 1,848 251.6 0.94 1,840 

DoDEA 288.0 0.60 2,798 287.1 0.75 1,656 287.5 0.84 1,488 

Florida 276.6 1.47 2,259 278.4 1.12 3,526 281.5 1.30 3,649 

Georgia 273.5 1.09 3,904 275.5 1.11 3,549 276.2 0.99 3,325 

Hawaii 271.5 0.77 2,559 271.3 0.66 2,376 274.9 0.82 2,376 

Idaho 284.1 0.86 2,457 285.4 0.80 2,610 287.2 0.82 2,576 

Illinois 282.2 1.20 3,848 282.9 1.08 3,567 284.3 1.11 3,640 

Indiana 286.1 1.02 2,427 286.0 0.92 2,581 288.5 1.11 2,430 

Iowa 290.1 0.92 2,585 289.6 0.93 2,436 290.9 0.81 2,436 

Kansas 288.2 1.35 2,698 288.0 1.04 2,520 293.3 1.14 2,457 

Kentucky 278.7 1.17 2,704 276.8 1.28 2,668 281.0 1.04 2,511 

Louisiana 270.8 1.35 2,217 271.6 1.45 2,160 275.5 1.06 2,184 

Maine 286.2 0.83 2,633 286.6 0.96 2,236 290.3 0.79 2,376 

Maryland 281.3 1.05 2,272 280.6 1.14 2,511 286.9 1.19 2,688 

Massachusetts 292.1 0.94 3,404 295.4 0.89 3,256 300.6 1.26 3,404 

Michigan 279.9 1.90 2,570 281.3 1.49 2,250 281.0 1.38 2,366 

Minnesota 295.8 0.99 2,415 294.7 1.22 2,340 296.0 1.09 2,610 

Mississippi 262.2 1.10 2,654 264.8 1.24 2,632 268.1 0.83 2,392 

Missouri 283.2 1.13 2,508 280.3 1.37 2,520 283.8 0.93 2,548 

Montana 290.6 0.70 2,424 290.7 0.69 2,492 291.7 0.66 2,340 

Nebraska 286.6 1.06 2,286 288.8 1.03 2,552 288.1 1.03 2,403 

Nevada 272.2 0.80 2,446 273.8 0.82 2,548 273.9 0.75 2,457 

New Hampshire 291.6 0.87 2,502 290.5 0.90 2,100 293.5 0.83 2,352 

New Jersey 287.3 1.20 2,479 290.7 1.42 2,322 293.9 1.17 2,464 

New Mexico 268.8 0.89 2,720 269.3 0.98 2,408 270.8 0.85 2,520 

New York 285.0 1.01 3,197 284.0 0.94 3,960 284.3 1.12 3,382 

North Carolina 285.1 1.00 3,757 286.0 0.97 3,608 287.4 1.03 3,738 

North Dakota 292.1 0.76 2,372 290.7 0.65 2,200 294.2 0.65 2,116 

Ohio 285.0 1.40 3,489 286.3 1.09 3,312 288.1 1.19 3,496 

Oklahoma 277.5 0.99 2,521 276.4 0.91 2,376 277.0 0.91 2,444 

Oregon 285.2 1.21 2,432 286.3 1.11 2,340 287.1 1.08 2,457 

Pennsylvania 283.6 1.07 2,456 285.8 1.44 2,552 290.6 1.03 2,464 

Rhode Island 277.9 0.79 2,297 277.9 0.80 2,380 281.3 0.67 2,295 

South Carolina 279.9 1.26 2,470 284.0 0.89 2,576 284.7 0.99 2,484 

South Dakota 288.7 0.71 2,633 291.3 0.56 2,520 292.1 0.84 2,639 

Tennessee 271.8 2.12 2,374 274.3 1.15 2,250 275.7 1.14 2,755 

Texas 280.6 1.09 4,350 284.0 0.65 7,820 288.4 0.95 6,862 

Utah 284.3 1.07 2,549 283.3 0.70 2,639 285.1 0.95 2,576 

Vermont 290.7 0.77 2,326 292.7 0.82 2,064 296.5 0.74 1,700 

Virginia 284.5 1.38 2,716 287.9 1.16 2,520 290.1 1.05 2,576 

Washington 286.4 0.96 2,394 289.4 1.12 2,548 288.8 0.86 2,760 

West Virginia 277.0 1.08 2,125 274.8 0.89 2,322 275.9 0.85 2,380 

Wisconsin 289.4 1.29 2,330 289.0 1.12 2,314 289.9 0.95 2,430 

Wyoming 289.3 0.65 2,371 286.7 0.67 1,827 291.6 0.76 1,691 

NOTE: DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-128 
Exhibit A4.14d. Change in mean mathematics scale scores for eighth-grade students not identified for 

services under IDEA, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007

 Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance Change 

Standard 

error of 

change p value 

BH 

significance 

National 1.0 0.32 0.001 Y 2.2 0.30 p<.001 Y 3.2 0.35 p<.001 Y 

Alabama -0.1 2.06 0.959 2.7 1.99 0.171 2.6 2.03 0.198 

Alaska -0.8 1.29 0.524 2.9 1.30 0.024 2.1 1.42 0.137 

Arizona 2.7 1.54 0.085 2.1 1.58 0.186 4.7 1.63 0.004 Y 

Arkansas 4.4 1.62 0.007 Y 1.1 1.54 0.458 5.5 1.63 0.001 Y 

California 1.1 1.36 0.433 1.9 1.03 0.070 2.9 1.44 0.043 

Colorado -3.2 1.55 0.042 5.0 1.48 0.001 Y 1.9 1.40 0.179 

Connecticut -2.6 1.89 0.165 2.2 2.02 0.267 -0.4 1.91 0.837 

Delaware 1.7 0.88 0.052 2.6 0.89 0.003 Y 4.3 0.91 p<.001 Y 

District of Columbia 2.5 1.17 0.035 1.1 1.24 0.380 3.5 1.26 0.005 Y 

DoDEA -1.0 0.96 0.305 0.5 1.13 0.664 -0.5 1.03 0.629 

Florida 1.8 1.85 0.326 3.1 1.71 0.072 4.9 1.96 0.012 

Georgia 2.0 1.55 0.203 0.7 1.49 0.643 2.7 1.47 0.069 

Hawaii -0.2 1.02 0.815 3.6 1.06 0.001 Y 3.4 1.13 0.003 Y 

Idaho 1.3 1.18 0.257 1.8 1.15 0.125 3.1 1.19 0.009 Y 

Illinois 0.7 1.61 0.670 1.4 1.55 0.362 2.1 1.64 0.198 

Indiana -0.1 1.37 0.925 2.5 1.44 0.078 2.4 1.51 0.111 

Iowa -0.5 1.31 0.704 1.2 1.23 0.313 0.7 1.23 0.543 

Kansas -0.2 1.71 0.892 5.3 1.55 0.001 Y 5.1 1.77 0.004 Y 

Kentucky -1.9 1.73 0.273 4.2 1.65 0.011 Y 2.3 1.57 0.145 

Louisiana 0.7 1.98 0.708 3.9 1.80 0.028 4.7 1.72 0.006 Y 

Maine 0.4 1.27 0.749 3.7 1.25 0.003 Y 4.1 1.15 p<.001 Y 

Maryland -0.7 1.55 0.653 6.3 1.65 p<.001 Y 5.6 1.59 p<.001 Y 

Massachusetts 3.3 1.30 0.010 Y 5.2 1.54 0.001 Y 8.6 1.57 p<.001 Y 

Michigan 1.3 2.42 0.582 -0.2 2.03 0.912 1.1 2.35 0.637 

Minnesota -1.1 1.57 0.466 1.3 1.63 0.427 0.1 1.47 0.919 

Mississippi 2.5 1.66 0.129 3.3 1.49 0.025 5.9 1.38 p<.001 Y 

Missouri -3.0 1.78 0.096 3.6 1.66 0.032 0.6 1.47 0.683 

Montana 0.1 0.99 0.916 0.9 0.96 0.331 1.0 0.97 0.285 

Nebraska 2.2 1.48 0.139 -0.7 1.45 0.645 1.5 1.48 0.305 

Nevada 1.6 1.14 0.162 0.1 1.11 0.928 1.7 1.10 0.122 

New Hampshire -1.1 1.26 0.378 3.0 1.23 0.015 1.9 1.21 0.118 

New Jersey 3.4 1.86 0.065 3.1 1.84 0.087 6.6 1.67 p<.001 Y 

New Mexico 0.5 1.32 0.687 1.4 1.30 0.269 2.0 1.23 0.110 

New York -1.0 1.38 0.449 0.3 1.46 0.842 -0.8 1.51 0.619 

North Carolina 0.9 1.39 0.534 1.4 1.42 0.315 2.3 1.43 0.111 

North Dakota -1.4 1.00 0.168 3.5 0.92 p<.001 Y 2.1 1.00 0.033 

Ohio 1.3 1.77 0.473 1.9 1.62 0.251 3.1 1.84 0.089 

Oklahoma -1.1 1.34 0.417 0.6 1.29 0.666 -0.5 1.34 0.692 

Oregon 1.1 1.64 0.513 0.8 1.55 0.587 1.9 1.62 0.238 

Pennsylvania 2.2 1.80 0.212 4.8 1.77 0.007 Y 7.0 1.48 p<.001 Y 

Rhode Island 0.0 1.12 0.966 3.4 1.04 0.001 Y 3.4 1.04 0.001 Y 

South Carolina 4.2 1.54 0.007 Y 0.7 1.33 0.596 4.9 1.60 0.002 Y 

South Dakota 2.6 0.91 0.005 Y 0.8 1.01 0.434 3.4 1.10 0.002 Y 

Tennessee 2.5 2.42 0.303 1.4 1.62 0.397 3.9 2.41 0.109 

Texas 3.4 1.27 0.007 Y 4.4 1.15 p<.001 Y 7.9 1.45 p<.001 Y 

Utah -1.0 1.28 0.440 1.7 1.18 0.145 0.7 1.43 0.608 

Vermont 2.0 1.12 0.074 3.8 1.11 0.001 Y 5.8 1.07 p<.001 Y 

Virginia 3.4 1.80 0.063 2.3 1.57 0.146 5.6 1.73 0.001 Y 

Washington 3.0 1.47 0.040 -0.6 1.41 0.661 2.4 1.28 0.061 

West Virginia -2.2 1.40 0.115 1.1 1.23 0.380 -1.1 1.38 0.411 

Wisconsin -0.3 1.71 0.844 0.9 1.47 0.537 0.6 1.60 0.722 

Wyoming -2.6 0.93 0.005 Y 5.0 1.01 p<.001 Y 2.3 1.00 0.019 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-129 
Exhibit A4.14e. Difference in mean mathematics scale scores between eighth-grade students 

identified and not identified for services under IDEA, by state (2003, 2005, and 

2007) 

2003 2005 2007 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

Difference 

(Children not 

identified minus 

identified) 

Standard 

error 

National 38.6 0.65 37.5 0.51 37.8 0.73 

Alabama 54.8 3.17 46.6 3.62 50.4 3.08 

Alaska 36.2 2.35 35.1 2.44 41.6 3.43 

Arizona 33.8 3.45 34.5 3.34 41.9 3.85 

Arkansas 54.4 2.52 50.2 2.75 45.3 3.06 

California 38.9 2.82 43.7 1.71 46.0 2.56 

Colorado 38.7 2.47 40.0 2.56 35.8 2.80 

Connecticut 36.0 2.61 37.0 2.97 42.2 3.72 

Delaware 44.0 2.63 32.1 3.12 27.7 2.53 

District of Columbia 43.7 3.08 42.7 2.52 40.1 3.21 

DoDEA 47.1 2.54 40.3 2.79 36.0 2.97 

Florida 41.8 3.13 30.9 2.66 35.5 2.39 

Georgia 39.3 2.58 34.0 2.61 29.9 3.79 

Hawaii 43.3 2.09 47.7 2.24 50.7 2.85 

Idaho 43.1 2.77 43.1 2.30 42.5 2.42 

Illinois 41.1 2.50 39.3 2.38 38.5 3.04 

Indiana 42.2 2.74 35.9 2.80 34.2 2.80 

Iowa 44.6 1.92 44.8 2.12 43.4 2.18 

Kansas 35.9 2.67 36.8 2.41 36.2 2.68 

Kentucky 48.6 3.00 33.9 3.18 32.2 3.26 

Louisiana 37.8 3.74 35.9 3.06 33.5 2.58 

Maine 32.9 2.23 39.1 2.23 31.1 2.57 

Maryland 33.1 3.02 35.9 3.24 25.3 4.23 

Massachusetts 38.1 2.05 31.7 2.68 29.9 2.99 

Michigan 39.7 4.32 38.3 3.30 42.8 3.19 

Minnesota 45.1 2.42 44.9 3.20 40.4 2.79 

Mississippi 31.3 3.18 37.0 3.52 38.2 2.87 

Missouri 36.7 2.53 35.3 2.73 35.1 3.03 

Montana 44.1 2.49 38.7 2.43 44.0 2.70 

Nebraska 36.8 2.45 40.4 2.04 40.1 2.90 

Nevada 39.4 2.76 41.2 2.62 34.2 4.12 

New Hampshire 33.3 1.67 32.5 2.03 35.6 1.62 

New Jersey 40.4 2.76 48.5 2.91 43.2 3.03 

New Mexico 30.4 2.41 42.9 2.40 30.7 2.65 

New York 42.2 2.49 34.7 2.29 35.7 2.88 

North Carolina 30.4 2.44 33.5 2.23 30.5 2.87 

North Dakota 38.7 2.29 30.6 1.76 31.0 2.59 

Ohio 40.4 3.83 34.9 2.57 37.9 3.11 

Oklahoma 39.4 2.22 39.8 2.43 34.8 3.25 

Oregon 35.8 2.91 38.3 3.05 35.7 3.03 

Pennsylvania 40.0 2.73 40.5 2.97 36.9 3.47 

Rhode Island 33.4 1.84 37.2 1.82 38.8 1.88 

South Carolina 30.6 3.56 33.1 3.09 39.8 2.90 

South Dakota 42.4 2.16 40.9 2.14 41.5 2.79 

Tennessee 29.9 4.59 37.6 2.84 30.1 4.97 

Texas 36.0 2.42 35.3 2.31 38.1 2.85 

Utah 41.0 2.88 46.1 2.19 50.9 2.99 

Vermont 33.0 2.00 35.9 1.99 35.0 2.27 

Virginia 29.7 2.75 31.8 2.59 29.8 3.16 

Washington 46.6 2.57 45.7 2.55 48.9 3.86 

West Virginia 45.4 2.75 40.3 2.37 38.7 2.44 

Wisconsin 42.0 2.79 38.6 3.03 40.7 3.01 

Wyoming 41.4 1.60 35.8 2.53 39.8 2.50 

NOTE: DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-130 
Exhibit A4.14f. Change in difference in mean mathematics scale scores between eighth-grade students 

identified for services under IDEA services, by state (2003, 2005, and 2007) 

2003 to 2005 2005 to 2007 2003 to 2007 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

Change 

in 

difference 

Standard 

error of 

change p value 

BH 

significance 

National 

Alabama

Alaska

Arizona 

Arkansas

California

Colorado 

Connecticut

Delaware 

District of Columbia 

DoDEA

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 

-1.2 

 -8.2 

 -1.1 

0.6 

 -4.2 

 4.8 

1.3 

 1.0 

-11.9 

-1.0 

 -6.8 

-11.0 

-5.3 

4.4 

0.1 

 -1.7 

-6.2 

0.2 

 1.0 

 -14.6 

 -2.0 

6.2 

2.8 

 -6.4 

-1.4 

 -0.3 

5.7 

-1.4 

-5.5 

 3.6 

 1.8 

-0.7 

8.1 

12.5 

-7.5 

3.1 

-8.2 

-5.5 

 0.4 

2.5 

 0.5 

3.8 

2.5 

-1.5 

 7.6 

 -0.7 

5.2 

 2.9 

 2.0 

 -0.9 

-5.1 

 -3.4 

-5.6 

0.83 

4.81 

3.39 

4.80 

3.72 

3.30 

3.56 

3.95 

4.08 

3.98 

3.77 

4.11 

3.67 

3.06 

3.60 

3.45 

3.91 

2.86 

3.60 

4.38 

4.83 

3.16 

4.43 

3.37 

5.43 

4.01 

4.74 

3.72 

3.48 

3.19 

3.80 

2.63 

4.01 

3.40 

3.38 

3.30 

2.89 

4.62 

3.29 

4.21 

4.04 

2.59 

4.71 

3.04 

5.40 

3.35 

3.62 

2.83 

3.78 

3.62 

3.63 

4.11 

3.00 

0.156 

0.090 

0.749 

0.898 

0.265 

0.144 

0.726 

0.798 

0.004 

0.799 

0.073 

0.008 

0.151 

0.152 

0.986 

0.618 

0.113 

0.957 

0.791 

0.001 

0.684 

0.050 

0.530 

0.057 

0.790 

0.950 

0.229 

0.702 

0.116 

0.264 

0.635 

0.783 

0.042 

p<.001

0.027 

0.355 

0.005 

0.236 

0.908 

0.556 

0.900 

0.137 

0.597 

0.620 

0.156 

0.835 

0.152 

0.299 

0.595 

0.810 

0.164 

0.409 

0.060 

Y 

Y 

Y 

 Y 

Y 

0.3 0.89 0.730 

3.8 4.75 0.422 

6.5 4.21 0.124 

7.5 5.10 0.143 

-5.0 4.11 0.228 

2.3 3.08 0.457 

-4.2 3.80 0.268 

5.1 4.76 0.281 

-4.4 4.02 0.271 

-2.6 4.08 0.526 

-4.3 4.07 0.289 

4.6 3.58 0.196 

-4.1 4.60 0.368 

3.0 3.63 0.402 

-0.6 3.34 0.847 

-0.9 3.86 0.823 

-1.7 3.96 0.660 

-1.4 3.04 0.656 

-0.6 3.60 0.872 

-1.7 4.56 0.706 

-2.4 4.00 0.548 

-8.0 3.40 0.019 

-10.6 5.33 0.047 

-1.8 4.02 0.658 

4.6 4.59 0.321 

-4.4 4.25 0.297 

1.2 4.54 0.792 

-0.2 4.08 0.964 

5.3 3.63 0.142 

-0.3 3.55 0.926 

-7.0 4.89 0.153 

3.1 2.60 0.239 

-5.3 4.20 0.206 

-12.3 3.57 0.001 Y 

0.9 3.68 0.802 

-3.0 3.64 0.414 

0.5 3.13 0.879 

3.0 4.04 0.459 

-5.0 4.06 0.220 

-2.5 4.30 0.558 

-3.7 4.57 0.424 

1.5 2.62 0.561 

6.7 4.24 0.113 

0.7 3.51 0.852 

-7.5 5.73 0.191 

2.8 3.67 0.453 

4.8 3.71 0.199 

-0.9 3.02 0.755 

-2.0 4.09 0.631 

3.3 4.62 0.482 

-1.6 3.40 0.642 

2.1 4.27 0.627 

4.0 3.56 0.262 

-0.9 0.98 0.376 

-4.3 4.42 0.325 

5.4 4.16 0.195 

8.1 5.17 0.119 

-9.1 3.96 0.021 

7.1 3.81 0.062 

-3.0 3.74 0.430 

6.1 4.54 0.176 

-16.3 3.65 p<.001 Y 

-3.6 4.45 0.418 

-11.1 3.91 0.005 Y 

-6.4 3.94 0.107 

-9.4 4.59 0.040 

7.4 3.54 0.036 

-0.6 3.68 0.874 

-2.6 3.93 0.511 

-7.9 3.92 0.042 

-1.2 2.90 0.680 

0.4 3.79 0.922 

-16.4 4.43 p<.001 Y 

-4.4 4.54 0.336 

-1.8 3.40 0.597 

-7.8 5.19 0.134 

-8.2 3.63 0.024 

3.1 5.37 0.562 

-4.7 3.69 0.204 

6.9 4.28 0.107 

-1.6 3.95 0.684 

-0.1 3.67 0.969 

3.2 3.79 0.395 

-5.2 4.96 0.297 

2.3 2.33 0.316 

2.8 4.10 0.489 

0.3 3.58 0.940 

-6.5 3.81 0.086 

0.1 3.77 0.982 

-7.7 3.46 0.026 

-2.5 4.94 0.616 

-4.6 3.93 0.242 

0.0 4.20 0.993 

-3.1 4.41 0.476 

5.4 2.63 0.041 

9.2 4.59 0.045 

-0.9 3.53 0.809 

0.2 6.77 0.981 

2.1 3.74 0.583 

9.9 4.15 0.017 

2.0 3.03 0.511 

0.0 4.19 0.991 

2.4 4.63 0.607 

-6.6 3.68 0.071 

-1.3 4.11 0.747 

-1.6 2.97 0.581 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg 

procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-131 
 

Exhibit A4.14g. State mean mathematics scale score, adjusted national mean mathematics scale 

score, and difference between the two for eighth-grade students identified for 

services under IDEA, by state (2007) 

(4) 

Standard (4) 

(3) error of Difference (5) 

(2) Adjusted adjusted between Standard (6) 

(1) Standard national national col 3 and error of (6) BH signifiMean error mean mean col 1 col 4 p value cance 

National 245.9 0.69 

Alabama 220.2 2.75 246.3 0.70 26.1 2.84 p<.001 Y

Alaska 244.6 3.28 245.9 0.69 1.2 3.35 0.713 

Arizona 237.0 3.67 246.1 0.70 9.0 3.73 0.016 

Arkansas 233.4 2.85 246.0 0.69 12.6 2.94 p<.001 Y

California 227.8 2.43 248.6 0.70 20.8 2.53 p<.001 Y

Colorado 253.6 2.64 245.7 0.70 -7.8 2.73 0.004 Y 

Connecticut 245.3 3.43 245.9 0.69 0.5 3.50 0.878 

Delaware 257.7 2.45 245.8 0.69 -11.9 2.54 p<.001 Y

District of Columbia 211.5 3.07 245.9 0.69 34.5 3.14 p<.001 Y

DoDEA 251.5 2.85 245.9 0.69 -5.7 2.93 0.053 

Florida 246.0 2.01 245.9 0.72 -0.1 2.13 0.955 

Georgia 246.3 3.66 245.9 0.70 -0.5 3.73 0.900 

Hawaii 224.1 2.73 246.0 0.69 21.8 2.82 p<.001 Y

Idaho 244.7 2.28 245.9 0.69 1.2 2.38 0.619 

Illinois 245.8 2.83 245.9 0.71 0.0 2.91 0.989 

Indiana 254.3 2.57 245.7 0.70 -8.6 2.67 0.001 Y 

Iowa 247.4 2.02 245.8 0.69 -1.6 2.13 0.456 

Kansas 257.0 2.43 245.8 0.69 -11.3 2.52 p<.001 Y

Kentucky 248.8 3.09 245.8 0.70 -3.0 3.17 0.349 

Louisiana 242.0 2.35 245.9 0.70 3.9 2.45 0.114 

Maine 259.2 2.44 245.8 0.69 -13.4 2.54 p<.001 Y

Maryland 261.6 4.06 245.6 0.70 -16.0 4.11 p<.001 Y

Massachusetts 270.7 2.72 245.4 0.70 -25.4 2.80 p<.001 Y

Michigan 238.2 2.88 246.1 0.70 7.9 2.96 0.007 Y 

Minnesota 255.5 2.57 245.7 0.70 -9.8 2.66 p<.001 Y

Mississippi 229.9 2.75 246.0 0.69 16.1 2.84 p<.001 Y

Missouri 248.8 2.88 245.8 0.70 -2.9 2.97 0.321 

Montana 247.7 2.62 245.9 0.69 -1.8 2.70 0.507 

Nebraska 248.0 2.71 245.9 0.69 -2.2 2.80 0.436 

Nevada 239.7 4.06 245.9 0.69 6.2 4.11 0.129 

New Hampshire 257.9 1.39 245.8 0.69 -12.1 1.55 p<.001 Y

New Jersey 250.7 2.79 245.7 0.70 -4.9 2.88 0.086 

New Mexico 240.1 2.51 245.9 0.69 5.8 2.60 0.025 

New York 248.6 2.66 245.7 0.71 -2.9 2.75 0.284 

North Carolina 256.9 2.68 245.5 0.70 -11.4 2.77 p<.001 Y

North Dakota 263.2 2.50 245.8 0.69 -17.4 2.60 p<.001 Y

Ohio 250.2 2.87 245.7 0.71 -4.5 2.96 0.129 

Oklahoma 242.2 3.12 245.9 0.69 3.8 3.19 0.239 

Oregon 251.4 2.84 245.8 0.69 -5.6 2.92 0.055 

Pennsylvania 253.7 3.31 245.5 0.70 -8.2 3.38 0.016 

Rhode Island 242.6 1.75 245.9 0.69 3.3 1.88 0.080 

South Carolina 244.9 2.73 245.9 0.70 1.0 2.81 0.735 

South Dakota 250.6 2.66 245.9 0.69 -4.7 2.75 0.085 

Tennessee 245.6 4.84 245.9 0.69 0.2 4.89 0.961 

Texas 250.4 2.69 245.5 0.71 -4.9 2.78 0.078 

Utah 234.1 2.84 246.0 0.69 11.8 2.92 p<.001 Y

Vermont 261.5 2.15 245.8 0.69 -15.7 2.26 p<.001 Y

Virginia 260.3 2.98 245.5 0.70 -14.8 3.07 p<.001 Y

Washington 239.9 3.76 246.0 0.70 6.1 3.82 0.110 

West Virginia 237.2 2.29 245.9 0.69 8.7 2.39 p<.001 Y

Wisconsin 249.3 2.86 245.8 0.70 -3.5 2.95 0.240 

Wyoming 251.9 2.38 245.9 0.69 -6.0 2.48 0.015 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/.
 

Appendix A4 Page A4-132 
 

Exhibit A4.14h. State mean mathematics scale score, adjusted national mean mathematics scale 

score, and difference between the two for eighth-grade students not identified for 

services under IDEA, by state (2007) 

(4) 

(4) Difference: 

Standard adjusted 

(3) error of national (5) 

(2) Adjusted adjusted mean Standard (6) 

(1) Standard national national (col 3)– error of (6) BH signifiMean error mean mean mean (col 1) difference p value cance 

National 283.6 0.24 

Alabama 270.6 1.39 283.8 0.24 13.2 1.41 p<.001 Y 

Alaska 286.2 1.01 283.6 0.24 -2.6 1.04 0.012 

Arizona 279.0 1.18 283.7 0.24 4.8 1.20 p<.001 Y 

Arkansas 278.6 1.09 283.7 0.24 5.0 1.12 p<.001 Y 

California 273.8 0.80 285.1 0.24 11.3 0.84 p<.001 Y 

Colorado 289.4 0.94 283.5 0.24 -5.8 0.97 p<.001 Y 

Connecticut 287.5 1.44 283.6 0.24 -3.9 1.46 0.007 

Delaware 285.4 0.65 283.6 0.24 -1.8 0.69 0.010 

District of Columbia 251.6 0.94 283.7 0.24 32.1 0.97 p<.001 Y 

DoDEA 287.5 0.84 283.6 0.24 -3.9 0.87 p<.001 Y 

Florida 281.5 1.30 283.8 0.24 2.3 1.32 0.083 

Georgia 276.2 0.99 283.9 0.24 7.7 1.02 p<.001 Y 

Hawaii 274.9 0.82 283.7 0.24 8.8 0.86 p<.001 Y 

Idaho 287.2 0.82 283.6 0.24 -3.6 0.86 p<.001 Y 

Illinois 284.3 1.11 283.6 0.24 -0.7 1.14 0.541 

Indiana 288.5 1.11 283.5 0.24 -5.0 1.14 p<.001 Y 

Iowa 290.9 0.81 283.6 0.24 -7.3 0.85 p<.001 Y 

Kansas 293.3 1.14 283.5 0.24 -9.7 1.17 p<.001 Y 

Kentucky 281.0 1.04 283.7 0.24 2.7 1.07 0.013 Y 

Louisiana 275.5 1.06 283.7 0.24 8.2 1.09 p<.001 Y 

Maine 290.3 0.79 283.6 0.24 -6.7 0.83 p<.001 Y 

Maryland 286.9 1.19 283.6 0.24 -3.3 1.21 0.006 

Massachusetts 300.6 1.26 283.3 0.24 -17.4 1.28 p<.001 Y 

Michigan 281.0 1.38 283.7 0.24 2.7 1.40 0.055 

Minnesota 296.0 1.09 283.4 0.24 -12.6 1.11 p<.001 Y 

Mississippi 268.1 0.83 283.8 0.24 15.7 0.86 p<.001 Y 

Missouri 283.8 0.93 283.6 0.24 -0.2 0.96 0.833 

Montana 291.7 0.66 283.6 0.24 -8.1 0.71 p<.001 Y 

Nebraska 288.1 1.03 283.6 0.24 -4.5 1.06 p<.001 Y 

Nevada 273.9 0.75 283.7 0.24 9.8 0.79 p<.001 Y 

New Hampshire 293.5 0.83 283.6 0.24 -9.9 0.87 p<.001 Y 

New Jersey 293.9 1.17 283.3 0.24 -10.5 1.19 p<.001 Y 

New Mexico 270.8 0.85 283.7 0.24 12.9 0.89 p<.001 Y 

New York 284.3 1.12 283.6 0.24 -0.7 1.15 0.540 

North Carolina 287.4 1.03 283.5 0.24 -3.9 1.06 p<.001 Y 

North Dakota 294.2 0.65 283.6 0.24 -10.6 0.69 p<.001 Y 

Ohio 288.1 1.19 283.4 0.24 -4.7 1.22 p<.001 Y 

Oklahoma 277.0 0.91 283.7 0.24 6.8 0.95 p<.001 Y 

Oregon 287.1 1.08 283.6 0.24 -3.5 1.10 0.001 Y 

Pennsylvania 290.6 1.03 283.3 0.24 -7.2 1.05 p<.001 Y 

Rhode Island 281.3 0.67 283.6 0.24 2.3 0.72 0.001 Y 

South Carolina 284.7 0.99 283.6 0.24 -1.1 1.02 0.270 

South Dakota 292.1 0.84 283.6 0.24 -8.5 0.88 p<.001 Y 

Tennessee 275.7 1.14 283.8 0.24 8.1 1.16 p<.001 Y 

Texas 288.4 0.95 283.2 0.24 -5.3 0.98 p<.001 Y 

Utah 285.1 0.95 283.6 0.24 -1.4 0.98 0.141 

Vermont 296.5 0.74 283.6 0.24 -12.9 0.78 p<.001 Y 

Virginia 290.1 1.05 283.5 0.24 -6.7 1.08 p<.001 Y 

Washington 288.8 0.86 283.5 0.24 -5.3 0.89 p<.001 Y 

West Virginia 275.9 0.85 283.7 0.24 7.8 0.88 p<.001 Y 

Wisconsin 289.9 0.95 283.5 0.24 -6.4 0.98 p<.001 Y 

Wyoming 291.6 0.76 283.6 0.24 -8.0 0.79 p<.001 Y 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for
 

multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense Education Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP),
 

2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-133 
 

 

 

Exhibit A4.14i. State and adjusted national differences between mean mathematics scale scores of 

eighth grade students identified and not identified for services under IDEA, and 

difference between the two, by state (2007) 

(3) 

(1) Adjusted 

State national 

difference difference (3) 

between between Standard (4) 

children not children not error of Difference (5) 

identified (2) identified adjusted between Standard (7) 

and children Standard and children national col 3 and error of (6) BH signifiIdentified error identified difference col 1 col 4 p value cance 

National 37.8 0.73 

Alabama 50.4 3.08 37.6 0.74 -12.9 3.17 p<.001 Y 

Alaska 41.6 3.43 37.8 0.73 -3.9 3.51 0.273 

Arizona 41.9 3.85 37.7 0.74 -4.2 3.92 0.280 

Arkansas 45.3 3.06 37.7 0.73 -7.6 3.14 0.016 

California 46.0 2.56 36.5 0.74 -9.5 2.66 p<.001 Y 

Colorado 35.8 2.80 37.8 0.74 2.0 2.90 0.488 

Connecticut 42.2 3.72 37.7 0.73 -4.5 3.79 0.240 

Delaware 27.7 2.53 37.8 0.73 10.1 2.64 p<.001 Y 

District of Columbia 40.1 3.21 37.8 0.73 -2.4 3.29 0.474 

DoDEA 36.0 2.97 37.8 0.73 1.8 3.06 0.567 

Florida 35.5 2.39 37.9 0.76 2.4 2.51 0.338 

Georgia 29.9 3.79 38.0 0.74 8.1 3.86 0.035 

Hawaii 50.7 2.85 37.7 0.73 -13.0 2.95 p<.001 Y 

Idaho 42.5 2.42 37.7 0.73 -4.7 2.53 0.061 

Illinois 38.5 3.04 37.7 0.75 -0.7 3.13 0.814 

Indiana 34.2 2.80 37.8 0.74 3.6 2.90 0.210 

Iowa 43.4 2.18 37.7 0.73 -5.7 2.30 0.013 

Kansas 36.2 2.68 37.8 0.73 1.5 2.78 0.581 

Kentucky 32.2 3.26 37.8 0.74 5.6 3.34 0.092 

Louisiana 33.5 2.58 37.8 0.74 4.4 2.69 0.105 

Maine 31.1 2.57 37.8 0.73 6.7 2.67 0.013 Y 

Maryland 25.3 4.23 38.0 0.74 12.7 4.29 0.003 Y 

Massachusetts 29.9 2.99 37.9 0.74 8.0 3.08 0.009 Y 

Michigan 42.8 3.19 37.6 0.74 -5.3 3.28 0.109 

Minnesota 40.4 2.79 37.7 0.74 -2.7 2.89 0.346 

Mississippi 38.2 2.87 37.8 0.73 -0.4 2.97 0.888 

Missouri 35.1 3.03 37.8 0.74 2.7 3.12 0.379 

Montana 44.0 2.70 37.7 0.73 -6.3 2.80 0.025 

Nebraska 40.1 2.90 37.7 0.73 -2.3 2.99 0.439 

Nevada 34.2 4.12 37.8 0.73 3.6 4.19 0.395 

New Hampshire 35.6 1.62 37.8 0.73 2.2 1.78 0.219 

New Jersey 43.2 3.03 37.6 0.74 -5.6 3.12 0.073 

New Mexico 30.7 2.65 37.8 0.73 7.1 2.75 0.009 Y 

New York 35.7 2.88 37.9 0.75 2.2 2.98 0.452 

North Carolina 30.5 2.87 38.0 0.74 7.4 2.97 0.012 Y 

North Dakota 31.0 2.59 37.8 0.73 6.7 2.69 0.012 Y 

Ohio 37.9 3.11 37.8 0.75 -0.2 3.20 0.956 

Oklahoma 34.8 3.25 37.8 0.73 3.0 3.33 0.368 

Oregon 35.7 3.03 37.8 0.73 2.1 3.12 0.511 

Pennsylvania 36.9 3.47 37.8 0.74 0.9 3.54 0.795 

Rhode Island 38.8 1.88 37.8 0.73 -1.0 2.02 0.617 

South Carolina 39.8 2.90 37.7 0.74 -2.1 2.99 0.488 

South Dakota 41.5 2.79 37.8 0.73 -3.8 2.88 0.192 

Tennessee 30.1 4.97 37.9 0.74 7.8 5.03 0.119 

Texas 38.1 2.85 37.7 0.75 -0.4 2.95 0.904 

Utah 50.9 2.99 37.6 0.73 -13.3 3.08 p<.001 Y 

Vermont 35.0 2.27 37.8 0.73 2.8 2.39 0.243 

Virginia 29.8 3.16 38.0 0.74 8.2 3.25 0.012 Y 

Washington 48.9 3.86 37.5 0.74 -11.4 3.93 0.004 Y 

West Virginia 38.7 2.44 37.8 0.73 -1.0 2.55 0.706 

Wisconsin 40.7 3.01 37.7 0.74 -3.0 3.10 0.340 

Wyoming 39.8 2.50 37.8 0.73 -2.0 2.61 0.444 

NOTE: BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the BenjaminiHochberg procedure for multiple comparisons and false discovery rate. DoDEA refers to the Department of Defense 

Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational 

Progress (NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4	 Page A4-134 
National 

Massachusetts 

Vermont 

Minnesota 

North Dakota 

New Jersey 

New Hampshire 

Kansas 

South Dakota 

Montana 

Wyoming 

Iowa 

Pennsylvania 

Maine 

Virginia 

Wisconsin 

Colorado 

Washington 

Indiana 

Texas 

Ohio 

Nebraska 

DoDEA 

Connecticut 

North Carolina Children identified Idaho for IDEA services 

Oregon 

Maryland Children not identified 

for IDEA services Alaska 

Delaware 

Utah 

South Carolina 

Illinois 

New York 

Missouri 

Florida 

Rhode Island 

Michigan 

Kentucky 

Arizona 

Arkansas 

Oklahoma 

Georgia 

West Virginia 

Tennessee 

Louisiana 

Hawaii 

Nevada 

California 

New Mexico 

Alabama 

Mississippi 

District of Columbia 

140 160 180 200 220 240 260 280 300 320

Scale score 

Exhibit A4.14j. Mean mathematics scale scores of eighth-grade students identified and not identified 

for services under IDEA, by state and compared with national averages (2007) 

Exhibit reads: The mean mathematics scale score of eighth-grade students identified for services under IDEA in 

Massachusetts was 271 in 2007. 

NOTE: States are ordered by the mean scores of children identified for services under IDEA. Vertical lines represent national 

means. DoDEA refers to the Department of Defense Education Agency. The presented confidence intervals represent plus or 

minus 1.96 multiplied by the standard error. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, 2005, and 2007, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/. 

Appendix A4 Page A4-135
 

 

Exhibit A4.15. Percentage of fourth-grade students identified for services under IDEA 

performing at “basic or above” and “proficient or above” in reading, by state 

(2003) 

State 

NAEP Basic or NAEP Proficient Assessment 

NAEP Basic or Above NAEP Proficient or Above Proficient or 

Above Standard Error or Above Standard Error Above 

Alabama 13.42 2.48 3.03 1.19 21.76 

Alaska 24.58 2.92 7.97 1.81 41.57 

Arizona 23.10 4.16 5.67 1.83 

Arkansas 18.97 3.55 5.11 2.19 11.72 

California 21.83 2.60 4.92 1.60 17.46 

Colorado 26.90 3.40 8.43 1.91 52.70 

Connecticut 35.69 3.87 11.79 3.53 27.32 

Delaware 47.53 4.54 16.04 3.40 

District of Columbia 8.92 2.15 2.77 1.37 17.54 

DoDEA 31.43 3.19 13.30 2.09 

Florida 27.91 3.17 9.99 1.90 28.08 

Georgia 27.74 2.40 10.45 1.97 51.35 

Hawaii 11.03 2.41 2.86 1.28 

Idaho 18.58 2.97 4.20 1.80 30.67 

Illinois 31.49 3.70 11.18 2.51 

Indiana 33.48 3.21 9.85 2.08 

Iowa 19.85 3.76 4.80 1.81 31.05 

Kansas 29.07 2.89 8.15 1.99 

Kentucky 32.57 5.79 10.92 3.02 43.00 

Louisiana 19.49 3.28 5.62 1.73 27.23 

Maine 36.98 3.23 9.76 1.69 10.02 

Maryland 34.28 4.01 11.68 2.80 

Massachusetts 41.18 3.86 12.56 1.71 24.17 

Michigan 30.19 5.08 7.85 2.74 30.19 

Minnesota 29.72 2.93 11.38 1.56 

Mississippi 35.96 5.07 12.01 4.35 82.80 

Missouri 38.66 4.80 14.53 2.54 

Montana 30.73 4.85 6.24 2.01 35.97 

Nebraska 30.93 3.91 9.79 2.82 

Nevada 22.62 3.19 5.92 1.78 10.94 

New Hampshire 34.42 3.05 9.26 1.72 

New Jersey 37.93 3.56 12.51 2.49 41.52 

New Mexico 28.10 3.53 12.88 2.77 25.67 

New York 32.59 3.37 10.65 2.34 21.88 

North Carolina 36.40 3.49 12.55 2.10 55.59 

North Dakota 28.50 2.55 6.21 1.44 37.37 

Ohio 19.83 4.38 4.51 1.16 28.83 

Oklahoma 18.98 2.67 5.80 1.76 

Oregon 30.62 3.35 9.61 2.31 

Pennsylvania 24.43 3.26 7.00 1.76 

Rhode Island 33.98 2.99 9.73 1.98 29.82 

South Carolina 37.23 4.18 12.30 2.58 8.56 

South Dakota 34.64 3.96 10.59 2.58 54.83 

Tennessee 30.19 4.40 14.49 3.78 

Texas 32.63 4.76 9.33 2.52 

Utah 23.85 2.63 6.64 1.85 39.20 

Vermont 44.11 3.97 13.48 2.34 31.77 

Virginia 42.61 4.33 18.47 3.71 

Washington 31.26 3.09 10.72 1.74 32.12 

West Virginia 33.74 6.30 11.62 4.20 29.60 

Wisconsin 22.88 2.99 6.54 2.05 51.91 

Wyoming 25.02 2.52 5.52 1.23 12.43 

NOTE: Empty cells indicated states which did not report data. DoDEA refers to the Department of Defense Education Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress 

(NAEP), 2003, retrieved January 18, 2008, from NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/; U.S. Department 

of Education, Office of Special Education Programs, Annual Performance Reports, 2003, from the NCEO Data Viewer, 

http://data.nceo.info/. 

Appendix A4 Page A4-136 
Exhibit A4.16. Percentage of eighth-grade students identified for services under IDEA 

performing at “basic or above” and “proficient or above” in reading, 

by state (2003) 

NAEP Basic or 

Above 

NAEP Basic or 

Above 

Standard Error 

NAEP Proficient 

or Above 

NAEP Proficient 

or Above 

Standard Error 

State 

Assessment 

Proficient or 

Above 

Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

DoDEA 

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 

18.34

28.06

20.04

25.20

19.55

29.09

39.58

29.50

10.80

34.50

28.90

22.05

17.20

26.65

40.28

31.45

31.39

39.17

37.43

27.69

42.74

33.33

43.94

36.66

35.41

19.45

42.66

46.09

36.19

18.82

43.81

37.50

31.31

33.43

42.42

38.02

31.54

25.85

38.49

31.36

38.59

35.43

34.37

43.81

32.41

24.35

54.94

43.29

28.01

29.07

30.49

38.65

 2.84 

 3.20 

 3.47 

 3.31 

 2.64 

 3.72 

 3.42 

 3.96 

 2.44 

 3.62 

 4.54 

 3.21 

 2.70 

 3.56 

 3.81 

 3.15 

 2.90 

 2.81 

 5.67 

 4.76 

 3.66 

 4.34 

 3.30 

 4.61 

 4.17 

 5.72 

4.83 

 4.44 

 3.92 

 2.90 

 3.10 

 4.01 

2.96 

 3.55 

 4.12 

 4.42 

 4.55 

 4.36 

 3.86 

3.14 

 2.61 

 4.36 

 4.05 

 3.74 

 5.10 

 4.24 

 4.25 

 4.42 

3.88 

 4.49 

 3.15 

 3.68 

2.32 

4.30 

2.78 

3.47 

3.28 

5.50 

5.63 

3.54 

1.04 

3.11 

4.09 

2.40 

1.41 

2.17 

5.12 

3.24 

4.32 

8.43 

7.05 

7.32 

10.12

6.98 

10.81

3.88 

6.25 

0.72 

6.79 

6.19 

4.74 

2.08 

7.78 

5.01 

7.87 

7.89 

11.19

6.26 

4.28 

3.35 

6.59 

4.43 

8.30 

4.21 

3.72 

14.20

5.51 

2.60 

10.9 

8.89 

3.86 

2.63 

4.00 

4.33 

1.18 

1.32 

1.28 

1.45 

1.62 

1.95 

1.84 

1.90 

0.67 

1.64 

1.30 

1.40 

0.59 

0.95 

1.84 

1.48 

1.13 

1.92 

1.83 

2.98 

 2.65 

2.24 

 2.22 

1.94 

1.69 

1.73 

1.98 

1.38 

1.31 

1.75 

1.44 

1.50 

1.90 

 3.37 

1.69 

1.88 

1.28 

2.14 

1.53 

1.47 

2.33 

1.65 

 3.50 

2.03 

1.23 

2.24 

2.36 

1.54 

1.41 

1.52 

1.20 

14.57

26.31

18.71

3.14

5.80

54.40

38.20

17.82

8.93

14.80

42.68

5.60

22.97

21.07

20.47

38.05

10.25

7.02

20.12

41.52 

25.84

27.72 

19.68 

7.70

55.49

21.74

22.35

21.66

17.48 

17.41 

13.70

1.71

29.78

29.51

21.41

16.51

31.39

12.36

47.91

5.10

NOTE: Empty cells indicated states which did not report data. DoDEA refers to the Department of Defense Education 

Agency.
 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2003, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/; U.S. Department of Education, Office of Special Education Programs,
 

Annual Performance Reports, 2003, from the NCEO Data Viewer, http://data.nceo.info/. 

Appendix A4	 Page A4-137 
 

Exhibit A4.17. Percentage of fourth-grade students identified for services under IDEA 

performing at “basic or above” and “proficient or above” in mathematics, by 

state (2003) 

NAEP Basic or 

Above 

NAEP Basic or 

Above 

Standard Error 

NAEP Proficient 

or Above 

NAEP Proficient 

or Above 

Standard Error 

State 

Assessment 

Proficient or 

Above 

Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

DoDEA 

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 

21.55

46.10

44.25

34.71

40.95

42.50

56.13

50.22

9.11 

53.22

50.16

43.05

27.19

41.08

51.02

57.86

46.34

57.30

40.44

40.00

49.21

48.84

65.28

58.53

57.12

46.53

60.62

46.66

59.65

39.93

63.15

48.79

38.91

51.28

69.85

51.26

50.96

43.44

54.47

42.06

44.50

61.69

55.81

38.51

65.17

49.54

60.32

59.25

47.45

39.06

45.11

60.77

 2.99 

 3.01 

 3.52 

 3.44 

 3.32 

 3.63 

 3.29 

 3.22 

2.13 

 2.90 

 3.69 

 3.31 

 3.05 

 3.27 

 3.97 

 3.47 

 3.21 

 3.78 

 3.99 

 3.55 

 3.66 

 3.92 

 2.48 

 4.98 

 3.16 

 5.21 

3.14 

 3.51 

 3.09 

 3.49 

 2.98 

 3.31 

2.94 

 2.93 

 2.73 

 3.33 

 4.16 

 3.70 

 3.17 

3.63 

 2.80 

 4.62 

 3.32 

 4.17 

 3.72 

 2.91 

 2.89 

 3.84 

2.45 

 3.66 

 3.26 

 3.43 

3.15 

11.01

8.22 

5.95 

11.75

9.07 

17.13

10.56

2.06 

10.77

12.55

10.56

4.76 

7.13 

14.36

16.59

7.02 

12.95

7.61 

5.93 

9.95 

13.06

18.74

14.06

16.84

11.85

14.75

6.23 

14.65

8.93 

15.17

9.59 

11.82

11.46

25.86

9.17 

9.02 

8.10 

12.73

11.97

8.99 

13.55

14.55

12.41

16.14

8.94 

16.00

15.07

10.58

7.01 

8.75 

12.98

1.59 

 1.87 

2.28 

1.28 

 1.95 

1.64 

 2.59 

 1.93 

0.90 

 1.38 

 2.05 

 2.08 

1.24 

1.74 

 1.94 

 2.18 

1.42 

 2.48 

2.16 

1.26 

1.97 

 2.00 

 2.15 

 2.70 

 2.42 

 2.86 

2.09 

1.77 

 2.39 

1.66 

 1.90 

2.11 

1.70 

 1.85 

 2.84 

2.02 

1.84 

1.82 

 1.92 

2.55 

1.49 

 1.80 

 1.93 

 2.77 

 2.26 

1.65 

 2.01 

 2.99 

1.91 

1.71 

1.65 

 1.90 

23.03

33.52

19.79

23.09

47.00

15.71

27.19

42.47

40.01

37.31

57.76

32.08

8.07

16.05

39.62

70.11 

19.98

39.66

13.64

38.43 

25.73 

45.70

81.16

23.74

27.46

23.45

14.17

42.26

38.03

31.39

26.27

32.43

45.85

15.48

NOTE: Empty cells indicated states which did not report data. DoDEA refers to the Department of Defense Education 

Agency. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of 

Educational Progress (NAEP), 2003, retrieved January 18, 2008, from NAEP Data Explorer, 

http://nces.ed.gov/nationsreportcard/naepdata/; U.S. Department of Education, Office of Special Education Programs,
 

Annual Performance Reports, 2003, from the NCEO Data Viewer, http://data.nceo.info/. 

Appendix A4 Page A4-138 
Exhibit A4.18a. Letter-word identification (WJ III): Standard scores and differences from the general population for children identifi

ages 7 through 14 (2001), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

MeanStandard error Confidence interval Unweighted n Difference from general population Standard error p value 

BH statistical 

1 significance

 78.15 

1.122 

2.2

453

-21.9 

1.12 

p < .001 

Y 

93.65 

1.071 

 2.1 

 365 

-6.3 

1.07 

p < .001 

Y 

61.72 

1.563 

3.1

388

-38.3

1.56

p < .001 

Y 

87

1.4

 2.7

 359

 -13.0

 1.40

p < .001 

Y 

 84.13 

 1.471 

 2.9 

 465 

 -15.9 

 1.47 

p < .001 

Y 

92.04

2.04

4.0

245

-8.0 

2.04

p < .001 

Y 

 87.33 

 1.792 

 3.5 

 408 

-12.7

 1.79 

p <. 001 

Y 

86.3 

1.416

2.8 

467

 -13.7 

1.42

p < .001 

Y 

84.15

 2.364

4.6

 364

-15.9 

 2.36

p < .001 

Y 

 

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

SEELS administered a research edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. All measures are based on a general population m

15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct assessment, 2

Appendix A4 
Appendix A4 

Exhibit A4.18b. Passage comprehension (WJ III): Standard scores and differences from the general population for children identif

ages 7 through 14 (2001), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean Standard error 

Confidence interval Unweighted n 

Difference from 

general population Standard error p value 

BH statistical 

1 significance

79.76

1.297 

2.5

457

-20.2

1.30 

p < .001 

Y 

 91.95 

1.104 

 2.2 

 367 

 -8.1 

1.10 

p < .001 

Y 

62.38

1.66

3.3

392

-37.6 

1.66

p < .001 

Y 

 85.01 

 1.378

 2.7

 363

-15.0 

 1.38

p < .001 

Y 

82.32

 1.541 

 3.0 

 483 

-17.7

 1.54 

p < .001 

Y 

 89.46 

1.933

3.8

253

 -10.5 

1.93

p < .001 

Y 

84.5

 1.722 

 3.4 

 416 

-15.5

 1.72 

p < .001 

Y 

 84.04 

1.472

2.9 

469

 -16.0 

1.47

p < .001 

Y 

75.98

 2.136

4.2

 377

-24.0

 2.14

p < .001 

Y 

 

 

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

SEELS administered a research edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. All measures are based on a general population m

15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct assessment, 2
Exhibit A4.18c. Synonyms and antonyms (WJ III): Standard scores and differences from the general population for children identif

ages 16 through 18 (2002, 2004), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean 

Standard error 

Confidence interval 

Unweighted n 

Difference from general population Standard error 

p value 

BH statistical 

1 significance

89.5

0.81

1.6

558

-10.5

0.81 

p < .001 

Y 

 89.9 

 0.93 

 1.8 

 573 

 -10.1 

0.93 

p < .001 

Y 

65.3

1.061 

2.1

480

-34.7 

1.06

p < .001 

Y 

 93.4

1.116 

 2.2

 418

-6.6 

 1.12

p < .001 

Y 

 84.1 

1.445

 2.8 

 573 

-15.9 

 1.45 

p < .001 

Y 

94.0

 1.889 

3.7

420

-6.0 

1.89

0.002 

Y 

 88.2 

1.233

 2.4 

 564 

-11.8

 1.23 

p < .001 

Y 

95.0

 0.861 

1.7

590

 -5.0 

0.86

p < .001 

Y 

 81.3

2.162

 4.2

 412

-17.7 

 2.16

p < .001 

Y 

 

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

NLTS2 administered a research edition of the WJ III in Waves 2 and 4 of the study (2002 and 2004, respectively). Each wave of testing included students who werof administration. All measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals represent plus 

standard error.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-

and 2004.

Appendix A4 
Appendix A4 

Exhibit A4.18d. Passage comprehension (WJ III): Standard scores and differences from the general population for children identif

ages 16 through 18 (2001), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean Standard error Confidence interval Unweighted n Difference from general population Standard error p value 

BH statistical 

1 significance

81.891.003

2.0

559

-17.1

1.00 

p < .001 

Y 

 81.39  1.151 

 2.3 

 574  -17.6 

1.15 

p < .001 

Y 

55.7

1.412

2.8

478

-44.3

1.41

p < .001 

Y 

 84.15

 1.419 

 2.8

 418

 -15.9 

 1.42

p < .001 

Y 

 75.68 

1.732

 3.4  573 

-24.3

 1.73 

p < .001 

Y 

84.7

 2.378 

4.7

420

 -15.3 

2.38

p < .001 

Y 

 78.75 

1.588

 3.1  563 

-21.3

 1.59 

p < .001 

Y 

85.81

 1.102 

2.2

589

 -14.2 

1.10

p < .001 

Y 

 69.61

2.383

 4.7

 414

-30.4

 2.38

p < .001 

Y 

 

 

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

NLTS2 administered a research edition of the WJ III in Waves 2 and 4 of the study (2002 and 2004, respectively). Each wave of testing included students who werof administration. All measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals represent plus 

standard error.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-

and 2004.
Exhibit A4.19a. Calculation (WJ III): Standard scores and differences from the general population for children identified for service

14 (2001), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean 

Standard error Confidence interval 

Unweighted n 

Difference from general population 

Standard error 

p value 

BH statistical 

1 significance

89.93

1.049 

2.1

446

-10.1

1.05 

p < .001 

Y 

 99.81 

1.14 

 2.2 

 354 

 -0.2 

1.14 

0.868 

71.26

1.625

3.2

342

-28.7

1.63

p < .001 

Y 

 90.89

 1.214 

 2.4

 351

 -9.1 

 1.21

p < .001 

Y 

 94.16 

1.37 

 2.7 

 464 

-5.8 

 1.37 

p < .001 

Y 

97.78

1.832

3.6

240

-2.2 

1.83

0.226 

 91.38 

 1.504 

 2.9 

 385 

-8.6 

 1.50 

p < .001 

89.671.263

2.5 

450

-10.3 

1.26

p < .001 

Y 

 86.54

 2.017

4.0

 331

-13.5

 2.02

p < .001 

Y 

  

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

SEELS administered a research edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. All measures are Y based on a general population m

15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct assessment, 2

Appendix A4 
Appendix A4 

Exhibit A4.19b. Applied problems (WJ III): Standard scores and differences from the general population for children identified for s

through 14 (2001), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean 

Standard error 

Confidence interval 

Unweighted n 

Difference from general population Standard error 

p value 

BH statistical 

1 significance

88.44

1.106 

2.2

450

-11.6 

1.11 

p < .001 

Y 

 99.34 

1.255 

 2.5 

 359 

-0.7 

1.26 

0.599 

67.39

1.457

2.9

387

-32.6

1.46

p < .001 

Y 

 89.79 

 1.277 

 2.5

 360

 -10.2

 1.28

p < .001 

Y 

86.81

1.62 

 3.2 

 473 

 -13.2 

 1.62 

p < .001 

Y 

 94.59 

1.92

3.8

238

-5.4 

1.92

0.005 

88.8

 1.601 

 3.1 

 404 

-11.2

 1.60 

p < .001 

 89.39

1.181 

2.3 

464

 -10.6 

1.18

p < .001 

Y 

 73.67

2.54

5.0

 355

-26.3 

 2.54

p < .001 

Y 

 

  

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

SEELS administered a research edition of the Woodcock-Johnson III (WJ III) to 7- through 14-year-olds in 2001. All measures are Y based on a general population m

15. The presented confidence intervals represent plus or minus 1.96 multiplied by the standard error.

SOURCE: U.S. Department of Education, Office of Special Education Programs, Special Education Elementary Longitudinal Study (SEELS), direct assessment, 2
Exhibit A4.19c. Calculation (WJ III): Standard scores and differences from the general population for children identified for service

18 (2002 and 2004), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean 

Standard error Confidence interval 

Unweighted n 

Difference from general population Standard error 

p value 

BH statistical 

1 significance

86.11

1.086

2.1

556

-13.9

1.09 

p < .001 

Y 

 91.67 

 1.135  2.2 

 569 

 -8.3 

1.14 

p < .001 

Y 

61.36 1.432 

2.8

465

-38.6 

1.43

p < .001 

Y 

86.2

1.22 

 2.4

 415

-13.8

 1.22

p < .001 

Y 

 91.54 

1.421 

 2.8 

 566 

 -8.5 

 1.42 

p < 001 

Y 

92.22

2.418

4.7

416

-7.8 

2.42

0.001 

Y 

 82.56

 1.643 3.2

 558

-17.4

 1.64

p < .001 

Y 

 88.23 

 1.067 

 2.1 

 585 

 -11.8 

 1.07 

p < .001 

Y 

80.25

2.388

4.7

399

-19.8 

2.39

p < .001 

Y 

 

 

 

 

 

1BH Statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons an

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

NLTS2 administered a research edition of the WJ III in Waves 2 and 4 of the study (2002 and 2004, respectively). Each wave of testing included students who werof administration. All measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals represent plus 

standard error.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-

and 2004.

Appendix A4 
Appendix A4 

Exhibit A4.19d. Applied problems (WJ III): Standard scores and differences from the general population for children identified for s

through 18 (2002, 2004), by disability category 

SLD SP MR ED HI VI OI OHI AUT 

Mean 

Standard error 

Confidence interval 

Unweighted n 

Difference from general population Standard error 

p value 

BH statistical 

1 significance

88.25

0.773

1.5

557

-11.8

0.77 

p < .001 

Y 

 87.87 

 0.977 

 1.9 

 568 

 -12.1 

0.98 

p < .001 

Y 

63.42

1.308

2.6

478

-36.6

1.31

p < .001 

Y 

 88.18 

 1.057 

 2.1

 416

 -11.8 

 1.06

p < .001 

Y 

83.95

1.32

 2.6 

 570 

-16.1

 1.32 

p < .001 

Y 

 87.59 

 2.23 

4.4

317

 -12.4 

2.23

p < .001 

Y 

79.79

1.44 

 2.8 

 560 

-20.2

 1.44 

p < .001 

Y 

 88.38 

0.852 

1.7

586

 -11.6 

0.85

p < .001 

Y 

71.22

2.352

 4.6

 411

-28.8

 2.35

p < .001 

Y 

 

 

 

 

 

 

1BH statistical significance: Y = statistically significant at 0.05 (2-tailed test) after adjustment using the Benjamini-Hochberg procedure for multiple comparisons and 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retardatio

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBI), multiple 

NLTS2 administered a research edition of the WJ III in Waves 2 and 4 of the study (2002 and 2004, respectively). Each wave of testing included students who werof administration. All measures are based on a general population mean of 100 and a standard deviation of 15. The presented confidence intervals represent plus 

standard error.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-

and 2004.
Exhibit A4.20. National percentage of youth identified for services under IDEA no longer in high school, by exit type (1998–20

Year 

Number exiting high school Percen

Diploma Certificate Maximum age Dropout Total Diploma Certificate 

1998 149,783 29,380 4,853 75,286 259,302 57.76 11.33 

1999 162,006 32,538 6,625 84,158 285,327 56.78 11.40 

2000 173,476 33,204 5,818 88,533 301,031 57.63 11.03 

2001 189,959 35,154 4,596 78,797 308,506 61.57 11.39 

2002 195,817 47,240 4,658 80,552 328,267 59.65 14.39 

2003 213,703 51,533 4,900 121,504 391,640 54.57 13.16 

2004 213,831 59,757 5,086 109,954 388,628 55.02 15.38 

2005 222,847 60,579 5,344 103,235 392,005 56.85 15.45 

SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), as of June 10, 2008. 

Appendix A4 
Exhibit A4.21. National percentage of school-age youth who had been identified for services under IDEA and were no longer 

by exit type and disability category (2005) 

Disability 

Number exiting high school Percen

Diploma Certificate Maximum age Dropout Total Diploma Certificate 

All SWD SLDSP MR ED 

HI 

VI 

OI 

OHI 

AUT

TBI MD DB 

222,847 

 144,413 

5,966 

17,005 20,612 

3,191 

1,246 

2,110 

20,371 

 2,783 

1,458 

3,600 

92 

60,579 

29,348 

819 

16,453 

4,726 

761 

243 

663 

3,775 

1,294 

371 

2,106 

20 

5,344 

1,163 

40 

2,083 

591 

51 28 

133 

177 

323 

65 

679 

11 

103,235 

58,589 

1,999 

10,285 

21,304 

610 

196 404 

7,526 

441 

331 

1,537 

13 

392,005 

233,513 

8,824

45,826 

47,233 

4,613 

1,713 

3,310 

31,849 

4,8412,225 

7,922 

136 

56.85

61.84

 67.61 

37.1143.64

69.17

72.74

63.75

63.96

 57.49 

65.53

45.44

67.65 

 15.45 

 12.57 

9.28 

 35.90 

 10.01 

 16.50 

 14.19 

 20.03 

 11.85 

26.73 

 16.67 

 26.58 

14.71 

NOTE: Disability categories are: all students with disabilities (All SWD), specific learning disabilities (SLD), speech or language impairments (SP), mental retar

(ED), hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), autism (AUT), traumatic brain injury (TBIblindness (DB). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS) as of June 10, 2008. 

Appendix A4 
Exhibit A4.22. National percentage of school-age youth identified for services under IDEA exiting high school with a diplo

by disability cluster and classification (2003 through 2005) 

Disability cluster/ category 

2003 2004 2005

Number of 

youth with 

diploma 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

diploma 

Number of 

youth with 

diploma 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

diploma 

Number of 

youth with 

diploma 

Total 

number of 

youth exiting 

high school 

Per

exi

sch

Sensory, physical and developmental disabilities DEV 183,999 342,028 PHYS 25,180 43,029 SENS 4,524 6,584Sensory disabilities DB 65 125 HI 3,242 4,804VI 1,217 1,655

Physical disabilities AUT 1,954 3,496MD 3,980 8,215OHI 15,361 25,159 

OI 2,534 3,974TBI 1,351 2,185Developmental disabilities ED 18,918 49,219 MR 18,750 48,560 SLD 140,778 235,215 

SP 5,553 9,034

53.8058.52

 68.71

52.00

 67.49

 73.53

 55.89 48.45

61.06

 63.76 61.83

38.44

38.61

59.85

 61.47

 181,840

 27,343

 4,648

 52

 3,303

 1,293

 2,193 3,561 17,883

 2,331

 1,375 19,085

 16,609

 140,459

 5,687

 336,076

 45,996

 6,556

 95 

 4,695

 1,766

 3,881 7,845

 28,514 3,607

 2,149

 47,354

 46,105

 233,949

 8,668

 54.11 

 59.45 

 70.90 

54.74 

 70.35  73.22  56.51  45.39  62.72 

 64.62  63.98  40.30 

 36.02 

 60.04 

 65.61 

187,996 

30,322 

4,529 

92 

3,191 1,246 2,783 3,600 

20,371 

2,110 1,458 

20,612 

17,005 

144,413 

5,966 

335,396 

50,147 

6,462 

136 

4,613 1,713 4,841 7,922 

31,849 

3,310 2,225 

47,233 45,826 

233,513 

8,824 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness (DB); the physical disability includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), orthopedic impairments (OI), or traumatic brain injury (TBI); tdevelopmental disability cluster includes youth with specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or 

emotional disturbance (ED). SOURCE: U.S. Department of Education, Office of Special Education Programs, Section 618 Data Analysis System (DANS), 2003, 2004, and 2005 as of 

10, 2008. 

Appendix A4 
Appendix A4 

Exhibit A4.23. National percentage of school-age youth identified for services under IDEA exiting high school by dropping 

by disability cluster and category (2003 through 2005) 

Disability cluster/ category 

2003 2004 2005

Number of 

youth who 

dropped out 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school who 

dropped out 

Number of 

youth who 

dropped out 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school who 

dropped out 

Number of 

youth who 

dropped out 

Total 

number of 

youth 

exiting high 

school 

Per

exi

sch

drop

Sensory, physical and developmental disabilities DEV 109,959 342,028 PHYS 10,505 43,029 SENS 1,041 6,584Sensory disabilities DB 23 125 HI 807 4,804VI 211 1,655Physical disabilities AUT 452 3,496MD 1,829 8,215OHI 7,050 25,159OI 667 3,974TBI 507 2,185Developmental disabilities ED 25,782 49,219 MR 13,167 48,560 SLD 68,355 235,215 

SP 2,655 9,034

32.15 24.41

 15.81 

18.40

 16.80 

 12.75 

 12.93 

 22.26

 28.02

 16.78 

 23.20 

52.38

27.11

29.06 

 29.39

98,949

 10,178

827

 21

610196

421

 1,703

 7,142 

508

404

 22,942

 11,203

62,641

 2,163

 336,076

 45,996

 6,556 95 

 4,695 1,766

 3,881

 7,845

28,514

 3,607

 2,149

 47,354

 46,105

 233,949

 8,668

 29.44 

 22.13 

 12.61 

22.11 

 12.99  11.10  10.85  21.71 

 25.05 

 14.08  18.80 

 48.45  24.30 

 26.78 

 24.95 

92,177 

10,239 

819 

13 

610 

196 441 

1,537 

7,526 

404 331 

21,304 

10,285 

58,589 

1,999 

335,396 

50,147 

6,462 

136 

4,613 

1,713 4,841 

7,922 

31,849 

3,310 2,225 

47,233 45,826 

233,513 

8,824 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness (DB); the physical disability includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), orthopedic impairments (OI), or traumatic brain injury (TBI); tdevelopmental disability cluster includes youth with specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or 

emotional disturbance (ED). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, and 2005 as of June 10, 20
Exhibit A4.24. National percentage of school-age youth identified for services under IDEA exiting high school by receiving 

certificate of completion, by disability cluster and category (2003 through 2005) 

Disability cluster/ category 

2003 2004 2005

Number of 

youth with 

certificate 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

certificate 

Number of 

youth with 

certificate 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

certificate 

Number of 

youth with 

certificate 

Total 

number of 

youth exiting 

high school 

Perc

o

exiti

scho

ce

Sensory, physical and developmental disabilities DEV 44,606 342,028 PHYS 6,026 43,029SENS 901 6,584Sensory disabilities DB 20 125 HI 692 4,804VI 189 1,655Physical disabilities AUT 807 3,496MD 1,696 8,215OHI 2,642 25,159OI 620 3,974TBI 261 2,185Developmental disabilities ED 4,083 49,219 MR 14,507 48,560 SLD 25,242 235,215 

SP 774 9,034 

13.04 

 14.00

 13.68 

16.00

 14.40 

 11.42 

 23.08  20.65

 10.50

 15.60 

 11.95 

8.30 

29.87

10.73 

8.57 

51,518

 7,274 

965

 13

710242

978

 1,981

 3,346 

660

309

4,735

 16,437

29,562

784

 336,076

45,996

 6,556

 95 

 4,695 1,766

 3,881

 7,845

28,514

 3,607

 2,149

 47,354

 46,105

 233,949

 8,668

 15.33 

 15.81 

 14.72 

13.68 

 15.12  13.70 

 25.20 

 25.25 

 11.73 

 18.30  14.38 

 10.00  35.65 

 12.64 

 9.04 

51,346 

8,209 

1,024 

20 

761 

243 

1,294 

2,106 

3,775 

663 371 

4,726 

16,453 

29,348 

819 

335,396 

50,147 

6,462 

136 

4,613 

1,713 

4,841 7,922 

31,849 

3,310 2,225 

47,233 45,826 

233,513 

8,824 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness (DB); the physical disability includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), orthopedic impairments (OI), or traumatic brain injury (TBI); tdevelopmental disability cluster includes youth with specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or 

emotional disturbance (ED). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, and 2005 as of June 10, 20

Appendix A4 
Appendix A4 

Exhibit A4.25. National percentage of school-age youth identified for services under IDEA exiting high school by reaching 

maximum age for service, by disability cluster and category (2003 through 2005) 

Disability cluster/ category 

2003 2004 2005

Number of 

youth with 

maximum 

age 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

maximum 

age 

Number of 

youth with 

maximum 

age 

Total 

number of 

youth exiting 

high school 

Percentage 

of youth 

exiting high 

school with 

maximum 

age 

Number of 

youth with 

maximum age 

Total 

number of 

youth exiting 

high school 

Per

exi

sch

m

Sensory, physical and developmental disabilities DEV 3,464 342,028 PHYS 1,318 43,029 SENS 118 6,584 

Sensory disabilities DB 17 125 

HI 63 4,804 VI 38 1,655 

Physical disabilities AUT 283 3,496 MD 710 8,215 OHI 106 25,159 

OI 153 3,974 TBI 66 2,185 

Developmental disabilities ED 436 49,219 

MR 2,136 48,560 SLD 840 235,215 

SP 52 9,034 

1.01 3.06 

1.79 

13.60 

1.31 2.30 

8.09 

8.64 

0.42 

3.85 

3.02 

0.89 4.40 

0.36 

0.58 

3,7691,201

116

9 

7235

289

600

143

108

61

592

1,8561,287

34

 336,076 45,996

 6,556

95 

 4,695 1,766 3,881

 7,845

 28,514

 3,607

 2,149

 47,354

 46,105

 233,949

 8,668

 1.12 

 2.61 

 1.77 

9.47 

 1.53 

 1.98 

 7.45  7.65 

 0.50  2.99 

 2.84  1.25 

 4.03 

 0.55 

 0.39 

3,877 1,377 

90 

11 

51 

28 

323 679 

177 

133 

65 

591 

2,083 1,163 

40 

335,396 

50,147 

6,462 

136 

4,613 

1,713 

4,841 7,922 

31,849 

3,310 2,225 

47,233 

45,826 

233,513 

8,824 

NOTE: The sensory disability cluster includes youth with visual impairments (VI), hearing impairments (HI), or deaf-blindness (DB); the physical disability 

includes youth with autism (AUT), multiple disabilities (MD), other health impairments (OHI), orthopedic impairments (OI), or traumatic brain injury (TBI); t

developmental disability cluster includes youth with specific learning disabilities (SLD), speech or language impairments (SP), mental retardation (MR), or 

emotional disturbance (ED). SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), 2003, 2004, and 2005 as of June 10, 20
Exhibit A4.26. Averaged freshman graduation rate of school-age youth identified for services under IDEA and total popu

2004 average) 

1 Total Population 

Youth identified fo

1998-2004 2005 1998-2004 

State 

Graduation 

3 rate 

Number 

receiving diplomas 

Averaged 

freshman 

enrollment 

Graduation 

rate 

Number 

receiving diplomas 

Averaged 

freshman 

enrollment 

Graduation 

rate 

Number 

receiving diplomas 

Averaged 

freshman 

enrollment 

Total 72.6% 17,938,331 24,713,221 75.4% 2,799,250 3,711,591 43.8% 1,296,870 2,963,011 

Alaska 67.8% 48,177 71,079 64.1% 6,909 10,777 35.0% 2,968 8,472 

Alabama 63.6% 258,326 406,022 65.9% 37,453 56,844 16.0% 8,428 52,730 

Arkansas 75.3% 189,906 252,280 75.9% 26,621 35,051 56.1% 16,629 29,616 

Arizona 69.7% 299,795 430,127 85.2% 59,498 69,850 50.4% 20,832 41,353 

California 73.3% 2,217,645 3,024,639 75.4% 355,217 471,010 37.4% 110,883 296,736 Colorado 75.1% 278,833 371,338 76.7% 44,532 58,026 44.6% 17,144 38,410 

Connecticut 79.5% 218,686 275,203 80.9% 35,515 43,902 57.3% 22,672 39,592 

District of Columbia 62.5% 19,801 31,683 73.5% 2,781 3,782 . . 4,495 

Delaware 71.1% 45,895 64,551 73.1% 6,934 9,491 38.6% 2,854 7,395 

Florida 63.3% 797,143 1,259,320 64.6% 133,318 206,251 29.0% 48,314 166,318 

Georgia 59.6% 444,237 745,112 61.7% 70,834 114,731 23.8% 16,928 71,048 

Hawaii 70.3% 70,712 100,643 75.2% 10,813 14,385 60.9% 6,195 10,173 

Iowa 86.2% 239,255 277,682 88.1% 33,547 38,078 54.9% 20,862 37,982 

Idaho 80.1% 110,629 138,193 81.0% 15,768 19,458 55.5% 6,835 12,305 

Illinois 78.0% 808,553 1,036,130 79.5% 123,615 155,436 49.5% 67,601 136,631 

Indiana 73.8% 401,674 544,051 73.5% 55,444 75,439 44.1% 29,536 66,911 Kansas 78.1% 204,662 262,170 81.6% 30,355 37,181 64.4% 17,787 27,604 

Kentucky 71.7% 259,883 362,572 76.7% 38,399 50,087 44.2% 16,491 37,345 

Louisiana 65.0% 265,110 407,913 64.3% 36,009 56,032 16.6% 8,359 50,405 

Massachusetts 78.3% 378,845 483,760 78.7% 59,665 75,775 50.0% 42,112 84,212 Maryland 79.3% 343,455 433,270 79.8% 54,170 67,852 45.2% 24,744 54,782 

Maine 77.3% 87,842 113,626 79.5% 13,077 16,452 52.5% 8,997 17,141 

Michigan 77.2% 675,176 874,140 74.7% 101,582 135,913 40.9% 41,362 101,153 

Minnesota 84.7% 401,513 474,006 85.9% 58,391 67,950 62.3% 33,377 53,588 Missouri 77.7% 381,007 490,290 81.1% 57,841 71,309 52.7% 36,370 68,963 

Mississippi 62.6% 167,965 268,121 65.2% 23,523 36,059 16.2% 5,195 32,064 

Montana 81.0% 74,823 92,355 81.6% 10,335 12,658 52.0% 5,059 9,720 

North Carolina 68.0% 452,578 665,558 72.6% 75,010 103,331 36.1% 27,210 75,340 

North Dakota 85.9% 57,780 67,290 86.3% 7,555 8,754 56.3% 3,709 6,592 

Nebraska 85.6% 140,456 164,068 87.8% 19,940 22,720 37.1% 7,612 20,500 

Appendix A4 
Appendix A4 

1 

Total Population Youth identified fo

1998-2004 2005 1998-2004 

Number Averaged Number Averaged Number Averaged 

Graduation receiving freshman Graduation receiving freshman Graduation receiving freshman 

3 

State rate diplomas enrollment rate diplomas enrollment rate diplomas enrollment 

New Hampshire 77.6% 85,188 109,832 80.3% 13,775 17,146 60.7% 9,136 15,062 

New Jersey 89.6% 525,947 586,946 90.6% 86,502 95,467 73.4% 72,559 98,855 

New Mexico 65.5% 122,985 187,843 65.4% 17,353 26,516 36.6% 10,161 27,749 

Nevada 68.7% 104,471 151,963 55.9% 15,740 28,164 21.0% 3,336 15,869 

New York . . 1,518,125 68.7% 153,203 223,091 35.0% 74,939 214,104 

Ohio 77.7% 790,671 1,017,922 80.6% 116,702 144,789 61.7% 71,339 115,645 

Oklahoma 76.3% 257,218 336,948 77.4% 36,227 46,832 63.3% 25,791 40,756 

Oregon 71.0% 212,787 299,845 74.5% 32,602 43,756 33.7% 11,232 33,367 

Pennsylvania 81.3% 810,296 997,145 82.9% 124,758 150,480 60.2% 69,041 114,666 

Rhode Island 75.9% 60,915 80,208 79.0% 9,881 12,511 60.0% 8,035 13,398 

South Carolina 58.8% 221,530 376,556 60.1% 33,439 55,661 21.8% 9,206 42,309 

South Dakota 79.3% 62,852 79,277 82.4% 8,585 10,419 44.2% 2,906 6,573 

Tennessee 61.7% 294,002 476,547 69.6% 47,967 68,885 25.4% 16,250 63,876 

Texas 72.4% 1,536,263 2,121,537 74.0% 239,717 323,884 44.7% 113,363 253,664 

Utah 83.3% 216,640 260,113 86.4% 30,253 35,002 44.7% 11,521 25,792 

Virginia 79.6% 469,780 590,503 79.8% 73,667 92,309 37.7% 28,606 75,793 

Vermont 83.2% 47,674 57,331 86.6% 7,152 8,256 51.9% 3,618 6,977 

Washington 72.9% 401,795 551,165 75.0% 61,094 81,457 45.4% 24,069 53,002 

Wisconsin . . 500,262 86.7% 63,229 72,925 67.9% 38,285 56,404 

West Virginia 76.8% 129,684 168,846 77.4% 17,137 22,137 54.0% 12,575 23,269 

Wyoming 75.4% 43,092 57,116 76.7% 5,616 7,318 46.0% 2,900 6,302 

1 The Averaged Freshman Graduation Rate (AFGR) uses aggregate student enrollment data to estimate the size of an incoming freshman class and agg

of graduates 4 years later. For a given year, the freshman class size four years prior is estimated by summing the enrollment in 8th grade 4 years prior, 9

10th grade for the year after and then dividing by 3. The averaging is intended to account for higher grade retentions in the 9th grade. To calculate the AFawarded in a year serves as the numerator, and the averaged freshmen class enrollment serves as the denominator (for more information about the use 

population, go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008053). Using data from the Common Core of Data (CCD), the formula for calcula

total population is shown below. 

AFGR formula for youth in the total population for 2005-06 school year: 

Regular High School Diplomas Awarded at End of 2005-06 School Year 

Enrollment in (Grade 8 in fall 2001 + Grade 9 in fall 2002 + Grade 10 in fall 2003)/3 

2 Because counts of students enrolled by grade level were not available in Data Analysis System (DANS), the formula used to calculate the AFGR for you

under IDEA differed for that for youth in the total population. Instead of counts by grade level, we used enrollment counts by age in calculating the estima
For students identified for services, for a given year we summed the enrollment of those who were age 13 4 years prior, age 14 the next year, and age 15 

3 to estimate the size of the freshman class. Using DANS data, the AFGR formula for youth identified for IDEA services is shown in the example below. 

AFGR formula for youth identified for IDEA services for 2005-06 school year: 

High School Diplomas Awarded at End of 2005-06 School Year 

Enrollment (age 13 in fall 2001 + age 14 in fall 2002 + age 15 in fall 2003)/3 

3 The 1998-2004 average of the freshman class estimate for the total population was obtained by summing the fall enrollment in 8th grade for 1994-2000

grade for 1995-2001, and the enrollment in 10th grade for 1996-2002 and then dividing by 3. Similarly, the 1998-2004 average of the freshman class estimIDEA services was obtained by summing the enrollment of 13 year olds in 1994-2000, 14 year olds in 1995-2001, and 15 year olds in 1996-2002 and the

the average AFGR for 1998-2004 for youth in the total population and those identified for IDEA services, the total number of diplomas received in 1998-20

respective estimate for the size of the freshman class for this time period. 

NOTE: Both data sources report counts provided by states of the number of students receiving a regular diploma. There is considerable variation by state 

awarded and counted, with some states awarding regular diplomas to all students who meet completion requirements, regardless of the extent to which th

defined academic standards and other states awarding an alternative credential to students who meet some, but not all, requirements. Thus, comparisontreated very cautiously. 

The AFGR is not the same as a true cohort graduation rate that uses individual-level data to show the proportion of students entering the 9th grade for the 

years. The data used in these analyses come from repeated cross–sectional surveys--individual students are not followed from year to year. The denomin

class, is only an approximation of the freshman class 4 years prior. The extent to which it departs from the actual number of students graduating on time d

students who were not first time 9th graders 4 years prior, the number who transferred in or out of a class, dropped out, or were retained. Similarly, the agin a given year likely includes students who did not enter high school 4 years prior. The AFGR is thus an imperfect approximation of the graduation rate, b

using existing data. SOURCE: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), Part B, 1997–2005, retrieved April 19, 20http://www.ideadata.org; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1997–98 to 2005–06, retrieved D

http://www.nces.ed.gov/ccd/bat/. 

Appendix A4 
Appendix B. Technical Notes 

B-1 

 

 

 

 

Technical Notes 

Specific variables from multiple data sources were used to conduct analyses related to 

identification of children identified for IDEA services, declassification of children who are no 

longer eligible for IDEA services, and outcomes of children receiving IDEA services (see 

Appendix A.1 for description of data sources). This Appendix provides information about the 

following: (1) brief description of the variables that were used in analyses and presentations of 

identification, declassification, and outcomes of children identified for IDEA services; (2) 

calculation of identification percentages across chapters using the National Vital Statistics 

System (NVSS) birth data and Common Core of Data (CCD) counts; (3) the BenjaminiHochberg approach for multiple comparisons applied across chapters; and (4) description of 

specific analyses conducted, by chapter and exhibit, including the nature of the data presented in 

each exhibit and any transformations that were applied to the data. 

A. Variables Used in Analyses 

Brief descriptions of variables used in analyses related to identification, declassification, 

and outcomes of children identified for early intervention services (children ages birth through 

2), for preschool special education services (children ages 3 through 5), or for special education 

services in elementary or secondary school (children ages 6 through 21) are provided below. 

1. Identification of Children for Services under IDEA 

	 Number of children identified, based on state-reported counts in Data Analysis System 

(DANS) include both children newly identified in the year represented by the count and 

children identified in earlier years who continue to receive services under IDEA. For the 

birth through 2 and 3 through 5 age groups, the DANS count of children identified for 

services in each age group was available for each year from 1997 through 2006 under all 

IDEA early intervention eligibility categories and special education disability categories. For 

school-age children (ages 6 through 21), the DANS count of children identified for services 

under IDEA was available for each year from 1997 to 2005 for each disability category.1 2 

	 Identification percentages of children in a given subgroup (i.e., age group, race/ethnicity 

category) who were identified for services were calculated by dividing the number of 

children of each age year (for a given subgroup) who are identified for services by the 

number of children in that age group in the total population and multiplying the result by 100 

(see exhibit B.1 for calculations). Because Census data are not available for each calendar 

year of interest, proxies were created for total population counts: NVSS birth record data 

1	 The 3 disability categories under which 0- through 3-year-old children may be identified for services under IDEA, 

Part C are developmental delay, at risk condition, diagnosed condition. The 13 disability categories under which 

3- through 21-year-old children may be identified for services under IDEA, Part B, are specific learning 

disabilities (SLD), speech or language impairments (SP), mental retardation (MR), emotional disturbance (ED), 

hearing impairments (HI), visual impairments (VI), orthopedic impairments (OI), other health impairments (OHI), 

autism (AUT), traumatic brain injury (TBI), multiple disabilities (MD), deaf-blindness (DB), and developmental 

delay (DD). States or local education agencies may elect to identify children ages 3 through 9 under the 

developmental delay category. 2	 Number of children ages 5–21 years identified for IDEA services on an Indian reservation is submitted from the 

Bureau of Indian Education (BIE), Bureau of Indian Affairs (BIA), Department of the Interior, to the Department 

of Education. This data is made available through DANS. For the birth through 2 and 3 through 5 age groups, 

states report these counts through DANS. 

Appendix B	 Page B-3 
were used for children in the age groups birth through 2 and 3 through 5, and CCD student 

enrollment data were used for the 6 through 17 age group (and the 6 through 21 age group for 

analyses relating to race/ethnicity). A detailed description of the calculation of identification 

percentages, including a comparison of the use of the NVSS proxy and Census data are 

presented in the next section. 

Exhibit B.1. Alignment of data sources with calculation of identification ratios for the year 2000 

Age Group Data 

Source Data Description Data Source Period 

Birth through 2 DANS 

NVSS 

Child count @Dec 1 (0s, 1s, 2s) 

Number of birth across calendar years (0s, 1s, 2s) 

12/1/00 

1998–2000 

(0s =00, 1s=99, 2s=98) 

3 through 5 DANS 

NVSS 

Child count @Dec 1 (3s, 4s, 5s) 

Number of birth across calendar years (3s, 4s, 5s) 

12/1/00 

1995–1997 

(3s =97, 4s=96, 5s=95) 

6 through 9 DANS 

CCD 

Child count @Dec 1 (6s, 7s, 8s, 9s) 

Enrollment of 1st –4th graders 

12/1/00 

2000–2001 school-year 

10 through 13 DANS 

CCD 

Child count @Dec 1 (10s, 11s, 12s, 13s) 

Enrollment of 5th–8th graders 

12/1/00 

2000–2001 school-year 

14 through 17 DANS 

CCD 

Child count @Dec 1 (14s, 15s, 16s, 17s) 

Enrollment of 9th –12th graders 

12/1/00 

2000–2001 school-year 

NOTE: The proxy for the number of children birth through age 2 and ages 3 through 5 was calculated based on births during prior 

years. To support the use of this proxy, births for both age groups, the correlation between Census 2000 and CCD 2000 and 

Census 2000 and NVSS-constructed proxies for 2000 were calculated and presented in a later section of this appendix. 

	 Composition of the population of children with disabilities by gender (preschool- and schoolage children only) is calculated by dividing the count of male (or female) children of a given 

age group who were identified for services in the year represented by the total count of 

children in the same age group identified for services in the year represented. 

2. Declassification of Children with Disabilities 

	 The percentage of children exiting early intervention before 36 months of age and at 

36 months of age, who did and did not receive Part B services, was based on data from the 

National Early Intervention Longitudinal Study (NEILS). 

	 The percentage of children no longer receiving early intervention services under IDEA at 

36 months of age, by exit category, was based on state-reported data on the number of 

children who exit Part C early intervention services and why children no longer receive EI 

services. Four of the nine reasons for exit from the program apply to children leaving at 36 

months of age. The declassification analysis for children birth through age 2 in chapter 2 

looked only at these four reasons: (1) children are eligible for Part B preschool services, 

(2) eligibility for Part B has not been determined, (3) exited to other programs, and (4) exited 

with no referrals to other programs. (U.S. Department of Education, Office of Special 

Education Programs, Data Analysis System, Section 618, Part C, 1998–2005). 

Appendix B	 Page B-4 
	 Data from the Special Education Elementary Longitudinal Study (SEELS) provide the 

percentages across disability categories of 6- through 12-year-olds identified for services 

under IDEA in 1999 who no longer were receiving special education services 28 to 32 

months later. The National Longitudinal Transition Study-2 (NLTS2) data provide the 

percentage across disability categories of 13- through 16-year-olds identified for services 

under IDEA in December 2000 who no longer were receiving special education services 

about 16 months later, based on parents’ reports (reported for all children and by disability 

category). 

3. Outcomes for Children Identified for Services Under IDEA 

	 For children ages birth through 2 (chapter 2), variables in each outcome domain are reported, 

based on NEILS data, for children overall who were identified for EI services under IDEA, 

by Part C eligibility category, and by whether a child was identified for services under IDEA 

in kindergarten. 

–	 Communication skills of children at 36 months of age and at kindergarten were measured 

by parents’ reporting of children’s ability to communicate needs as well as other children 

their age, children’s communication being very easy to understand, children reaching 

age-expected communication milestone (NEILS parent interview). Kindergarten measure 

of communication also included parents’ report of children’s ability to understand verbal 

and nonverbal communication as well as other children their age. At kindergarten, 

teachers reported of children’s ability to understand others and communicate with others 

as expected for age (NEILS teacher survey). 

–	 Cognitive development at 36 months of age and at kindergarten was measured by 

parents’ reports of children’s ability to recognize most or all letters of the alphabet, to 

count to 20 or higher, and mastery of all age-appropriate cognitive milestones (NEILS 

parent interview). Kindergarten teachers reported on children’s mastery of nine early 

literacy skills and seven early numeracy skills (NEILS teacher survey). 

–	 Social-emotional development was measured at 36 months and kindergarten by parents’ 

reports of children’s behavior on 14 social-emotional skills and whether they reached all 

age-appropriate social-emotional milestones (NEILS parent interview); kindergarten 

teachers’ reports of children demonstrating eight negative behaviors, such as never 

following directions, number of friendships relative to other children in class, and age 

appropriateness of their overall social skills (NEILS teacher survey). 

–	 Adaptive development was based on parent reports of children reaching a set of ageexpected adaptive milestones, such as feeding, dressing, and toileting independently 

(NEILS parent interview; reported only for children at 36 months of age). 

–	 Physical development and health was measured at 36 months and kindergarten by 

parents’ reports of children’s reaching a set of age-expected physical milestones, such as 

catching a thrown ball or walking downstairs alternating feet, parents’ report of general 

health status, parents’ and teacher’s report of activity level compared with same-age 

peers (NEILS parent interview and teacher survey). 

	 For preschool-age children ages 3 through 5 (chapter 3), outcomes were reported based on 

Pre-Elementary Education Longitudinal Study (PEELS) for children overall and by disability 

category: 

–	 Emergent literacy skills were measured by direct assessments of children’s letter and 

word identification skills (WJ-III) and vocabulary skills (PPVT-III). 

Appendix B	 Page B-5 
–	 Emergent numeracy skills were measured by direct assessments of children’s ability to 

solve applied mathematics problems read to them by assessors (WJ-III). 

–	 Preacademic skills were based on teachers’ reports of children’s abilities to perform basic 

skills that form the foundation for developing academic skills and independent 

functioning (ABAS-II). 

–	 Social development was based on teachers’ reports of children’s social skills, prevalence 

of problem behaviors, self-care skills, and self-directedness (PKBS-2). 

	 For school-age students ages 6 through 21 (chapter 4), outcomes were reported for three 

domains: 

–	 Reading abilities are reported for children and youth identified and not identified with a 

disability using grade 4 and 8 National Assessment of Educational Progress (NAEP) 

scale scores and achievement levels in 2002, 2005, and 2007 on general understanding, 

interpretation, making connections, and examining content of written material for 

children and achievement levels on state accountability tests. Additionally, reading skills 

are reported for children identified for special education services and by disability 

category using standard scores on the WJ-III direct assessments of letter and word 

identification skills and reading comprehension for 7- through 14-year-olds (SEELS) and 

identification of antonyms and synonyms and passage comprehension for 16- through 18-

year-olds (NLTS2). 

–	 Mathematics skills were reported for children and youth identified and not identified with 

a disability using grade 4 and 8 NAEP scale scores and achievement levels in 2002, 2005, 

and 2007 related to number properties and operations, measurement, geometry, data 

analysis, probability, and algebra and achievement levels on state accountability tests. In 

addition, mathematics skills are reported for children identified for special education 

services and by disability category using WJ-III standard scores on direct assessments of 

proficiency with mathematics calculations and solving applied problems for 7- through 

14-year-olds (SEELS) and 16- through 18-year-olds (NLTS2). 

–	 School completion (high school students only) was based on several measures, including 

percentage of students identified for special education services leaving high school in a 

given year who left by graduating with a diploma, receiving a certificate of completion, 

reaching the maximum age for attendance (ageout), or dropping out. School completion 

by disability categories and change over time in rates of graduation, certification, ageout, 

and dropout were also reported. In addition, the Averaged Freshman Graduation Rate 

(AFGR) was computed as the percentage of high school students who graduated in 4 

years. Changes in rates of graduation, certification, ageout, and dropout were calculated 

over time (1998 through 2005) and by disability category (2003 through 2005). 

B. Calculation of Identification Percentages 

To address research questions on the percentage of children identified for early intervention 

and special education services under IDEA, identification percentages were calculated by 

dividing the number of children in each age group or subgroup (e.g., race/ethnicity category) 

who are identified for services by the number of children in that age group (or subgroup) in the 

total population, multiplied by 100. For analyses involving children from birth through age 5, 

identification percentages were calculated using the number of children identified for services 

under IDEA in the birth through 2 and 3 through 5 age groups (obtained from DANS) in a 

particular year and geographic area (i.e., nation or state) divided by the NVSS-constructed 

Appendix B	 Page B-6 
population proxy. NVSS birth record data were used to create a proxy for the birth through 2 and 

3- through 5-year-old resident population count by compiling the number of births during prior 

years (see exhibit B.1 for calculations). These proxies were constructed for each geographic area 

and were not adjusted for deaths, migration between states, immigration, or emigration. For ages 

6 through 17, the numerator is the number of children and youth identified for services under 

IDEA as a whole or who are classified as having a particular disability in the target geographic 

area (obtained from DANS). The denominator is the total number of children and youth enrolled 

in school in the grade that aligns with the age range in the target geographic area (obtained from 

the CCD): 6- through 9-year-olds align with grades 1 through 4, 10- through 13-year-olds align 

with grades 5 through 8, and 14- through 17-year-olds align with grades 9 through 12; 6- through 

17-year-olds align with grades 1 through 12. CCD school enrollment data for grades 1 through 

12 were used to create a proxy for the total number of children and youth ages 6 through 17 

enrolled in school. As DANS (Section 618) data only reports the aggregated 6-21 counts for the 

race/ethnicity information, identification percentages by race/ethnicity category were calculated 

by dividing the number of children and youth ages 6 through 21 identified for services under 

IDEA by the number of children and youth identified for services under IDEA enrolled in grades 

1 through 12. 

1. Comparison of Birth Data and Enrollment Data with Census Counts 

The most accurate indicator of the number of children birth through 5 and 6 through 17 in 

the population is census counts of the number of children in the age group of interest. However, 

the U.S. Census is only conducted every 10 years. This necessitated using a proxy to represent 

this population in the denominator. Consequently, it was important to determine if (1) the proxy 

for the birth through 2 and 3 through 5-year-old population represents population counts and (2) 

representing the number of children ages 6 through 17 in the population by the number students 

in the corresponding grade would provide population counts similar to that of the census. 

To examine how well these sources align with US Census counts, we calculated the ratio of 

the number of children in various age categories in 2000 as derived from the 2000 Census, 

NVSS birth records, and CCD counts. For example, the number of children ages 0 through 2 in 

2000 derived from NVSS birth records for 1998-2000 was 11,959,784, and the number of 

children ages 0 through 2 in 2000 from the 2000 Census was 11,458,830. The ratio of the child 

counts from the two sources is 1.04. Exhibit B.2 presents the national and state ratios of the 

number of children ages 0 through 2 and 3 through 5 as reported by the U.S. Census Survey 

(2000) and derived from NVSS birth records (1995-2000). Exhibit B.3 presents the national and 

state ratios of the number of school-age children as reported by U.S. Census Survey (2000) and 

the CCD (2000), by age group. 

Appendix B Page B-7 
 

Exhibit B.2. National and state ratios of children ages 0 

through 2 and 3 though 5 as reported by the U.S. 

Census Survey (2000) and derived from the 

National Vital Statistics System Birth Records 

(1995–2000) 

Ages 0–2 Ages 3–5 

National 1.04 1.00 

State 

Alabama 1.06 1.02 

Alaska 1.06 1.03 

Arizona 1.06 0.97 

Arkansas 1.02 0.99 

California	 1.07 1.04 

Colorado	 1.04 0.93 

Connecticut 0.99 0.95 

Delaware 1.04 0.98 

District of Columbia 1.19 1.28 

Florida 1.06 0.98 

Georgia 1.06 0.97 

Hawaii 1.13 1.14 

Idaho 1.01 0.95 

Illinois 1.05 1.02 

Indiana 1.02 0.98 

Iowa 1.00 0.97 

Kansas 1.03 0.98 

Kentucky 1.03 0.99 

Louisiana 1.05 1.04 

Maine 0.99 0.93 

Maryland 1.04 0.98 

Massachusetts 1.03 0.99 

Michigan 1.01 0.97 

Minnesota 1.01 0.95 

Mississippi 1.05 1.01 

Missouri 1.03 0.99 

Montana 1.00 0.97 

Nebraska 1.03 0.99 

Nevada 1.01 0.88 

New Hampshire 0.98 0.90 

See notes at end of table. 

Appendix B	 Page B-8 
 

 

 

Exhibit B.2. National and state ratios of children ages 0 

through 2 and 3 though 5 as reported by the U.S. 

Census Survey (2000) and derived from the 

National Vital Statistics System Birth Records 

(1995–2000)—Continued 

Ages 0–2 Ages 3–5 

State 

New Jersey 1.03 0.99 

New Mexico 1.04 1.03 

New York 1.05 1.04 

North Carolina 1.05 0.98 

North Dakota 1.00 1.05 

Ohio 1.03 0.99 

Oklahoma 1.04 1.00 

Oregon 1.02 0.96 

Pennsylvania 1.02 0.98 

Rhode Island 0.99 0.95 

South Carolina 1.03 0.97 

South Dakota 1.02 1.01 

Tennessee 1.04 0.98 

Texas 1.07 1.02 

Utah 1.07 1.05 

Vermont 0.99 0.92 

Virginia 1.04 0.99 

Washington 1.02 0.97 

West Virginia 1.03 1.01 

Wisconsin 1.01 0.96 

Wyoming 1.00 1.02 

NOTE: Values reflect the number of children reported in the NVSS Birth 

Records divided by the number of children reported in the 2000 Census 

Survey. 

SOURCE: U.S. Census Bureau, American Community Survey (2000). U.S. 

Department of Health and Human Services, Center for Disease Control and 

Prevention, National Center for Health Statistics, National Vital Statistics 

System, 2000. 

Appendix B	 Page B-9 
 

 

 

 

 

 

 

Exhibit B.3. National and state ratios of school-age children as 

reported by the U.S. Census Survey (2000) and the 

Common Core of Data (2000), by age group 

Ages 6–9 Ages 10–13 Ages 14–17 Ages 18–21 

National 0.89 0.88 0.83 0.67 

State 

Alabama 0.94 0.91 0.79 0.66 

Alaska 0.94 0.94 0.88 0.94 

Arizona 0.93 0.90 0.81 0.60 

Arkansas 0.93 0.92 0.83 0.73 

California 0.89 0.89 0.87 0.66 

Colorado 0.90 0.89 0.84 0.64 

Connecticut 0.90 0.90 0.87 0.73 

Delaware 0.81 0.81 0.79 0.57 

District of Columbia 0.85 0.70 0.61 0.27 

Florida 0.91 0.90 0.82 0.56 

Georgia 0.93 0.92 0.82 0.56 

Hawaii 0.88 0.86 0.79 0.64 

Idaho 0.91 0.92 0.85 0.81 

Illinois 0.87 0.85 0.80 0.71 

Indiana 0.89 0.87 0.80 0.68 

Iowa 0.87 0.87 0.88 0.79 

Kansas 0.88 0.88 0.86 0.74 

Kentucky 0.92 0.88 0.85 0.66 

Louisiana 0.89 0.83 0.67 0.58 

Maine 0.91 0.92 0.82 0.80 

Maryland 0.84 0.83 0.81 0.71 

Massachusetts 0.87 0.89 0.84 0.63 

Michigan 0.88 0.88 0.84 0.67 

Minnesota 0.86 0.88 0.91 0.89 

Mississippi 0.93 0.88 0.71 0.55 

Missouri 0.86 0.85 0.80 0.68 

Montana 0.90 0.89 0.85 0.86 

Nebraska 0.84 0.85 0.84 0.79 

Nevada 0.95 0.95 0.86 0.65 

New Hampshire 0.92 0.92 0.86 0.72 

See notes at end of table. 

Appendix B	 Page B-10 
 

 

 

 

 

 

Exhibit B.3. National and state ratios of school-age children as 

reported by the U.S. Census Survey (2000) and the 

Common Core of Data (2000), by age group—Continued 

State Age 6–9 Age10–13 Age 14–17 Age 18–21 

New Jersey 0.83 0.81 0.73 0.70 

New Mexico 0.87 0.85 0.80 0.67 

New York 0.80 0.79 0.76 0.57 

North Carolina 0.93 0.92 0.83 0.54 

North Dakota 0.90 0.90 0.90 0.79 

Ohio 0.86 0.86 0.83 0.75 

Oklahoma 0.97 0.93 0.84 0.70 

Oregon 0.88 0.88 0.85 0.73 

Pennsylvania 0.83 0.83 0.82 0.69 

Rhode Island 0.85 0.85 0.80 0.51 

South Carolina 0.93 0.92 0.81 0.58 

South Dakota 0.85 0.85 0.81 0.80 

Tennessee 0.91 0.88 0.77 0.62 

Texas 0.95 0.94 0.86 0.64 

Utah 0.93 0.91 0.88 0.78 

Vermont 0.89 0.88 0.87 0.75 

Virginia 0.91 0.90 0.86 0.67 

Washington 0.89 0.90 0.89 0.78 

West Virginia 0.96 0.95 0.87 0.81 

Wisconsin 0.81 0.83 0.87 0.78 

Wyoming 0.93 0.94 0.89 0.91 

NOTE: Values reflect the number of children counted by the CCD divided by the number 

of children counted in the 2000 Census Survey. 

SOURCE: U.S. Census Bureau, American Community Survey (2000). U.S. Department of 

Education, National Center for Education Statistics, Common Core of Data (2000) 

www.nces.ed.gov/ccd/bat/. 

2. Imputation Procedures Used for NVSS Data 

For calculations of identification percentages by race/ethnicity categories using NVSS data, 

procedures were used to reclassify the cases reported by NVSS as “Other Races” and as Hispanic 

ethnicity. NVSS reports births by mother’s race (i.e., White, Black, American Indian, Asian or 

Pacific Islander, and prior to 1992, Other Races). In addition, births for each race are reported by 

Hispanic origin (i.e., Hispanic, non-Hispanic, and Not Stated or Not on Birth Certificate). 

Race. “Other Races” births that were of non-Hispanic ethnicity were allocated to specific 

races on the basis of the proportion of the specific races in the non-Hispanic category. For 

example, in 1990, out of a total of 3,457,417 non-Hispanic births, 2,626,500 were White, and 

1,423 were “Other Races.” The percentage of White non-Hispanic births among births 

classifiable by race is 2,626,500 / (3,437,417 - 1,423) = 76 percent. Therefore, we classified 

76 percent of the 1,423 “Other Race” non-Hispanic births as White non-Hispanic. Similarly, 

Appendix B	 Page B-11 
“Other Races” births in the Hispanic category were allocated to specific races on the basis of the 

proportions of the specific races in the Hispanic category. 

Hispanic Ethnicity. An analogous procedure was used to classify births whose Hispanic 

Origin classification was “Not Stated” or “Not on Birth Certificate.” Such births were allocated 

on the basis of the percentage of Hispanic births for their race. For example, in 2005, out of a 

total of 3,229,294 White births, 2,279,768 were non-Hispanic, and 23,443 were “Other Races.” 

The percentage of White non-Hispanic births among births classifiable by Hispanic ethnicity is 

2,279,768 / (3,229,294 - 23,443) = 71 percent. Therefore, we classified 71 percent of the 23,443 

“Not Stated” White births as White non-Hispanic. Similarly, “Not Stated” or “Not on Birth 

Certificate” births in the Black, American Indian, and Asian or Pacific Islander categories were 

allocated on the basis of the proportions of the classifiable births of Hispanic ethnicity in the 

respective racial category. 

C. Benjamini-Hochberg Approach to Multiple Comparisons 

The Benjamini-Hochberg (1995) approach was used in this study to control for alpha level 

inflation in multiple comparisons. This approach controls the false discovery rate (FDR). 

The FDR is the expected proportion of all rejected null hypotheses that are 

rejected erroneously (i.e., the expected fraction of statistically significant test 

statistics that are false discoveries).... The rationale behind the FDR is that a few 

erroneous rejections may not be as problematic for drawing conclusions about the 

family tested when many null hypotheses are rejected as they would be if only a 

few null hypotheses are rejected. The rejection of many null hypotheses is a signal 

that there are real differences across the contrasted groups. Thus, researchers 

might be willing to tolerate more false positives ... if the [number of rejected 

hypotheses] were large than if they were small. Under this approach conclusions 

regarding intervention effects are to be based on the preponderance of evidence; 

the set of discoveries to be used to reach an overall decision about the treatment. 

(Schochet 2008, page B-3). 

The version of the Benjamini-Hochberg (BH) applicable to independent tests was used 

rather than the version applicable to dependent tests (Benajamini and Yekutieli, 2001), for the 

following reasons: (1) the BH procedure (Benjamini and Hochberg 1995) controls the false 

discovery rate for independent tests corresponding to the true null hypotheses—independence 

not being required for test statistics corresponding to the false null hypotheses; and (2) Benjamini 

and Yekutieli (2001) found that the original BH procedure also controls the false discovery rate 

for true null hypotheses with “positive regression dependence.” In addition, conducting tests 

under an assumption of dependence would require further empirical investigation (Schochet 

2008, p. B-8). 

For each domain to which the Benjamini-Hochberg test was applied, the p values for each 

individual test were sorted from largest to smallest values. Let m be the number of tests 

conducted in a domain, and p(1) ≤ p(2) ≤ ... ≤ p(m) be the ordered p-values. Let 

 i  k  max



i : p(i) 

m

q



Appendix B Page B-12 
 

 

 

 

where q = 0.05 is the FDR. If any i satisfies the condition in the brackets, we rejected null 

hypotheses H(1): p(1) = 0 through H(k): p(k) = 0. 

The Benjamini-Hochberg test (Benjamini and Hochberg 1995) was applied at the 5% FDR 

level separately to eight domains, as shown in exhibit B.4. 

Exhibit B.4. Application of Benjamini-Hochberg Adjustment to Outcome Analyses 

Outcome Analyses 

Number 

of 

Tests 

Number of 

p values 

< 5% 

Number of p values 

satisfying the 

Benjamini-Hochberg 

criteria 

All NEILS tests shown in appendices 369 241 228 

All PEELS tests shown in appendices 80 48 39 

NAEP grade 4 reading scores for 2003, 

2005, and 2007 

633 244 173 

NAEP grade 4 math scores for 2003, 2005, 

and 2007 

633 302 254 

NAEP grade 4 reading scores for 2003, 

2005, and 2007 

633 173 118 

NAEP grade 4 math scores for 2003, 2005, 

and 2007 

633 200 150 

All SEELS tests shown in appendices 44 41 41 

All NLTS2 tests shown in appendices 36 33 33 

D. Analyses Conducted (by chapter and by exhibit) 

Chapter 2 – Early Intervention 

Exhibit 2.1. National number of infants and toddlers identified for services under IDEA, by 

age (2005) 

Exhibit 2.1 presents the unmodified numbers of children of each single year of age who 

were identified for services under IDEA in 2005. The numbers are aggregated counts of children 

identified for services under IDEA, based on numbers at a single time point between October 1, 

2005 and December 1, 2005. These annual counts include both children newly identified in the 

year represented by the count and children identified in earlier years who continue to receive 

services under IDEA. Data represent the counts for all 50 states and the District of Columbia, 

including Bureau of Indian Affairs (BIA) children. Data were retrieved on December 7, 2007 

from www.ideadata.org/PartCChildCount.asp for children ages birth through 2 and 

www.ideadata.org/PartBChildCount.asp for children ages 3 through 21 (U.S. Department of 

Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B and C, 2005). The ages of children eligible to receive early intervention services under 

Part C of IDEA are birth through 2, as indicated by the shaded area. 

Appendix B Page B-13 
Exhibit 2.2. National number and percentage of infants and toddlers identified for early 

intervention services under IDEA, by age (1997–2006) 

Exhibit 2.3. Trends in national percentage of infants and toddlers identified for early 

intervention services under IDEA, by age (1997–2006) 

Exhibit 2.2 presents number and percentage of children identified for services under IDEA 

for ages birth through 2. Exhibit 2.3 presents the percentages for this age group in graphical 

form. The numbers are of children identified for services under IDEA at a single time point 

between October 1 and December 1 of each year. Data represent all 50 states and the District of 

Columbia, including Bureau of Indian Affairs (BIA) children. This annual count includes both 

children newly identified in the year represented by the count and children identified in earlier 

years who continue to receive services under IDEA. 

For each year, percentage of all children identified for early intervention services was 

calculated by dividing the unmodified count of 0- through 2-year-olds identified for services 

under IDEA for that year by the sum of the unmodified number of births in the given year and 1 

and 2 years earlier (e.g., births from the years 1995 and 1996 were used for the denominator of 

the 1997 percentage, including births on Indian reservations), and multiplying the result by 100. 

For example, to calculate the percentage in 2006: 

DANS count of all 0- through 2-year-olds 

identified for services under all IDEA 

classifications in 2006 × 100 

Total number of births in 2006 and 1 and 2 

years earlier (from NVSS) 

Data for children identified for services under IDEA were retrieved on December 7, 2007 

from www.ideadata.org/PartCChildCount.asp (U.S. Department of Education, Office of Special 

Education Programs, Data Analysis System (DANS), Section 618, Part B, 1997-2006). Vital 

statistics birth data (NVSS) for 1997 to 2005 were retrieved on January 11, 2008 from 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx (Centers for Disease Control 

and Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS)). 

The birth data for 2006 are from table 6, pg. 12, of Hamilton, Martin, and Ventura (2007). 

Exhibit 2.4. National number and percentage of children ages birth through 2 identified for 

early intervention services under IDEA, by race/ethnicity (1998–2006) 

Exhibit 2.5. Trends in national percentage of children ages birth through 2 identified for early 

intervention services under IDEA, by race/ethnicity (1998–2006) 

Exhibit 2.4 presents number and percentages, from 1998 to 2006, of children birth through 

age 2 for five racial/ethnic categories. Exhibit 2.5 presents the percentages of the racial/ethnic 

categories for this age group in graphical form. The numbers are aggregated counts of children 

identified for services under IDEA at a single time point between October 1 and December 1 of 

each year. These annual counts include both children newly identified in the year represented by 

the count and children identified in earlier years who continue to receive services under IDEA. 

Data represent the counts for the 50 states and the District of Columbia, including Bureau of 

Appendix B Page B-14 
Indian Affairs (BIA) children. Identification data by race/ethnicity were first collected in 1998. 

Vital statistics birth data by race were not available after 2005. 

For each racial/ethnic category, the percentage was calculated by dividing the number of 

children receiving early intervention services under IDEA (birth through age 2) in the given 

racial/ethnic category by the sum of the unmodified number of births in the same racial/ethnic 

category as reported in the NVSS data in the given year and 1 and 2 years earlier, and 

multiplying the result by 100. For example, to calculate percentages in 2005: 

DANS count of all 0- through 2-year-olds in 

racial/ethnic group identified for services under all 

IDEA classifications in 2005 

× 100 

Total number of births in 2005 and 1 and 2 years 

earlier (from NVSS) 

DANS data were obtained from the Data Analysis System (DANS), Section 618, Part C, 

1998–2006, retrieved from http://www.ideadata.org/docs/PartCTrendData/C3.xls. Vital statistics 

birth data (NVSS) were obtained from the Centers for Disease Control and Prevention, National 

Center for Health Statistics, National Vital Statistics System (NVSS), 1990–2005, 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx. The birth data for 2006 are 

from table 6, pg 12, of Hamilton, Martin, and Ventura (2007). 

Exhibit 2.6. Percentage of children ages birth through 2 identified for services under IDEA, 

national average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

1998–2005 average, and 2006) 

Exhibit 2.6 presents percentages for each of the 50 states and the District of Columbia, 

including Bureau of Indian Affairs (BIA) children. In this exhibit, states are ordered by their 

2006 percentage. Vertical lines represent national percentages. See note to exhibit 2.2 for 

calculation of percentages. The percentages for the average of 1998 through 2005 were 

calculated by summing the percentages for 1998 through 2005 and dividing the total by 8. 

DANS data were obtained from the Data Analysis System (DANS), Section 618, 1997– 

2006, Part C, at http://www.ideadata.org/PartCChildCount.asp. NVSS data were obtained from 

the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, 

National Center for Health Statistics, National Vital Statistics System (NVSS), 1990–2005, at 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx. Birth data for 2006 are from 

table 6, pg 12, of Hamilton, Martin, and Ventura (2007). 

Exhibit 2.7. Percentage of children ages birth through 2 identified for services under IDEA in 

50 states and the District of Columbia, by the state’s Office of Special Education Programs 

(OSEP) categorization of eligibility (2006) 

Exhibit 2.7 presents state percentages coded by the OSEP categorization of the breadth of 

the state’s eligibility criteria for children birth through 2 years of age. OSEP classifications of 

state definitions were retrieved from 

http://spp-apr-calendar.rrfcnetwork.org/explorer/view/id/284 on November 1, 2007. OSEP 

categorization of states’ eligibility criteria for EI services is based on the definition of 

developmental delay and whether the state serves at-risk children (Mackey, Andrews, and Taylor 

Appendix B Page B-15 
2007). The vertical line in this exhibit represents the national percentage for children birth 

through age 2 for 2006. 

Data from the Data Analysis System (DANS), Section 618, 2006, Part C, were retrieved 

from http://www.ideadata.org/tables30th%5car_7-1.xls. The NVSS data were obtained from the 

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, 

National Center for Health Statistics, National Vital Statistics System (NVSS), 1990–2005, 

retrieved from http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx. Birth data for 

2006 are from table 6, pg 12, of Hamilton, Martin, and Ventura (2007). 

Exhibit 2.8. National percentage of children exiting early intervention before 36 months of 

age and at 36 months of age who did and did not receive Part B services 

Exhibit 2.8 presents data from the National Early Intervention Longitudinal Study (NEILS), 

public use dataset, 2007, and reflects the percentages of children exiting EI both at 36 months of 

age and before 36 months of age who did and did not go on to receive Part B preschool services. 

The NEILS cohort began early intervention between September 1997 and November 1998. Data 

are weighted to be nationally representative. The variable used in this analysis was constructed 

from items taken from the Transition Family Interview, the Kindergarten Family Interview, and 

the Kindergarten Teacher Survey. The items that were used from the NEILS family interviews to 

construct this variable included the following: (1) Was an IEP (Individualized Education 

Program) developed for [child] around the time he/she turned age 3? (2) Since leaving EI did 

child ever receive special education services or therapy services through a public school system? 

(3) Has child been receiving special education services or therapy services through the public 

schools more or less continuously since the end of EI? The item used from the Kindergarten 

Teacher Survey to construct this variable was the following: Did the child have an IEP during the 

year prior to the current school year? Information incorporated from these variables as well as 

two exit status grouping variables (one derived from NEILS service records, and the other from 

NEILS 36 month family interview items on transition) were used to determine group assignment 

(exited EI at 36 months of age no Part B, exited EI at 36 months of age to Part B, exited EI 

before 36 months). 

Exhibit 2.9. National percentage of children no longer receiving early intervention services 

under IDEA at 36 months of age, by exit category (2005–2006) 

Exhibit 2.9 uses DANS state-reported data to present the percentage for each exit category 

of children who exited EI programs at 36 months of age in 2005. The DANS data were obtained 

from the Data Analysis System (DANS), Section 618, Part C, retrieved from 

http://www.ideadata.org/tables30th%5car_7-8.xls. 

Exhibit 2.10. Percentage of children no longer receiving early intervention services under 

IDEA at 36 months of age, by exit category and state (fall 2005) 

Exhibit 2.10 uses DANS data to present for each state the percentage, by exit category, of 

children who had exited EI programs as of 36 months of age in 2005. The DANS data were 

obtained from the Data Analysis System (DANS), Section 618, Part C, 1998–2005, retrieved 

from http://www.ideadata.org/tables30th%5car_7-8.xls. 

Appendix B Page B-16 
 

Exhibit 2.11. National percentage of former EI participants for whom parents and teachers 

reported communication outcomes at 36 months of age and kindergarten 

Exhibit 2.11 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007. The data are parent reports of communication outcomes at 36 

months of age and parent and teacher reports at kindergarten (percentages and confidence 

intervals). The NEILS cohort began early intervention between September 1997 and November 

1998. Data are weighted to be nationally representative. The communication measures used in 

this analysis come from Transition Family Interview, the Kindergarten Family Interview, and the 

Kindergarten Teacher Survey. The percentage of children who achieved all age-expected 

milestones in an outcome area was computed by: (1) determining the age by which most 

(75 percent to 90 percent) children in the general population have achieved each milestone. This 

determination was made through reviews of the literature and common child development 

assessment tools; (2) from among all milestones presented, identifying the set of milestones that 

children would be expected to achieve by 36 months of age and 60 months of age, respectively; 

and (3) examining the parent’s responses to the age-expected set of milestones within each 

outcome area. For example, if in the 36 month interview, the parent responded “does it well” to 

each of the communication milestones presented that should have been mastered by 36 months, 

the child was considered to have mastered all age-expected communication milestones. The 

percentage of milestone items that were done well was calculated for each child and then 

grouped as follows: 0-50 percent, 51-75 percent, 76-99 percent, 100 percent. Children with 

100 percent were categorized as having achieved all of their age expected milestones. 

Exhibit 2.12. National communication outcomes of former early intervention participants at 

36 months and kindergarten, by eligibility category 

Exhibit 2.12 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007. The data are parent reports of outcomes for former EI 

participants at 36 months of age and parent and teacher reports at kindergarten (percentages and 

standard errors) by eligibility category (developmental delay, at risk condition, diagnosed 

condition). The NEILS cohort began early intervention between September 1997 and November 

1998. Data are weighted to be nationally representative. The measures used in this analysis come 

from the Transition Family Interview, the Kindergarten Family Interview, and the Kindergarten 

Teacher Survey. Comparisons between eligibility groups were done using pairwise comparisons. 

The Benjamini-Hochberg method was applied to identify comparisons that were statistically 

significant at the 5 percent level. 

Exhibit 2.13. National percentage of former EI participants for whom kindergarten teachers 

and parents reported communication outcomes, by child’s IEP status in kindergarten 

Exhibit 2.13 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent and teacher reports of communication 

outcomes both at 36 months of age and at kindergarten, by IEP status (percentages and 

confidence intervals). The NEILS cohort began early intervention between September 1997 and 

November 1998. Data are weighted to be nationally representative. The communication 

measures used in this analysis were taken from the NEILS Kindergarten Family Interviews and 

Kindergarten Teacher Survey. IEP status was a constructed variable using information from the 

Kindergarten Family Interview and the Teacher Survey. If either of these sources indicated the 

child was receiving special education services or had an IEP, the child was coded as having an 

IEP. Comparisons between IEP and no IEP groups were done using pairwise comparisons. The 

Appendix B Page B-17 
 

Benjamini-Hochberg method was applied to identify comparisons that were statistically 

significant at the 5 percent level. 

Exhibit 2.14. National percentage of former EI participants and of the general population for 

whom parents reported cognitive outcomes at 36 months and in kindergarten 

Exhibit 2.14 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent reports of cognitive outcomes at 36 

months of age and at kindergarten (percentages and confidence intervals). The NEILS cohort 

began early intervention between September 1997 and November 1998. Data are weighted to be 

nationally representative. The cognitive measures used in this analysis come from the 36-month 

and Kindergarten Family Interviews. General population data, including children receiving and 

not receiving EI and special education services, were from the National Household Education 

Survey (NHES) public use dataset, 1999 parent interview, retrieved from 

http://nces.ed.gov/nhes/dataproducts.asp. Comparisons between NEILS data and general 

population data were done using pairwise comparisons. The Benjamini-Hochberg method was 

applied to identify comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.15. National percentage of former EI participants and of the general population for 

whom kindergarten teachers reported mathematics and early literacy outcomes 

Exhibit 2.15 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects kindergarten teacher reports of mathematics and 

early literacy skills for former EI participants compared with the total population of 5-year-olds 

(percentages and confidence intervals). The NEILS cohort began early intervention between 

September 1997 and November 1998. Data are weighted to be nationally representative. The 

cognitive measures used in this analysis come from the Kindergarten Teacher Survey. 

Percentages reflect children who were reported by teachers as “intermediate” or “proficient” in 

their skill level. General population data, including children receiving and not receiving special 

education services, were from the Early Childhood Longitudinal Study, Kindergarten Cohort 

(ECLS-K) public and restricted use datasets, 1998–1999 base year data, retrieved from 

http://nces.ed.gov/ECLS/kinderdatainformation.asp. Comparisons between NEILS data and total 

population data were done using pairwise comparisons. The Benjamini-Hochberg method was 

applied to identify comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.16 National cognitive development outcomes of former early intervention 

participants at 36 months and kindergarten, by eligibility category 

Exhibit 2.16 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent reports of cognitive outcomes for former 

EI participants at 36 months of age and parent and teacher reports at kindergarten (percentages 

and standard errors) by eligibility category (developmental delay, at risk condition, diagnosed 

condition). The NEILS cohort began early intervention between September 1997 and November 

1998. Data are weighted to be nationally representative. The cognitive measures used in this 

analysis come from the Kindergarten Family Interviews and the Kindergarten Teacher Survey. 

Comparisons between eligibility groups were done using pairwise comparisons. The BenjaminiHochberg method was applied to identify comparisons that were statistically significant at the 

5 percent level. 

Appendix B Page B-18 
Exhibit 2.17. National percentage of former EI participants and of the general population for 

whom kindergarten teachers and parents reported cognitive outcomes, by IEP status for 

former EI participants 

Exhibit 2.17 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent and teacher reports of cognitive outcomes 

at kindergarten by IEP status (percentages and confidence intervals). The NEILS cohort began 

early intervention between September 1997 and November 1998. Data are weighted to be 

nationally representative. The cognitive measures used in this analysis come from the 

Kindergarten Family Interviews and the Kindergarten Teacher Survey. IEP status was a 

constructed variable using information from the Kindergarten Family Interview and the Teacher 

Survey. If either of these sources indicated the child was receiving special education services or 

had an IEP, the child was coded as having an IEP. General population data, including children 

receiving and not receiving special education services, were from the National Household 

Education Survey (NHES) public use dataset, 1999 parent interview, retrieved from 

http://nces.ed.gov/nhes/dataproducts.asp. Comparisons between groups were done using pairwise 

comparisons. The Benjamini-Hochberg method was applied to identify comparisons that were 

statistically significant at the 5 percent level. 

Exhibit 2.18. National percentage of former EI participants and of the general population for 

whom kindergarten teachers reported mathematics and early literacy outcomes, by IEP 

status for former EI participants 

Exhibit 2.18 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects kindergarten teacher reports of mathematics and 

early literacy skills for former EI participants compared with the general population of 5-yearolds (percentages and confidence intervals). The NEILS cohort began early intervention between 

September 1997 and November 1998. Data are weighted to be nationally representative. The 

cognitive measures used in this analysis were from the Kindergarten Teacher Survey. 

Percentages reflect children who were reported by teachers as “intermediate” or “proficient” in 

their skill level. IEP status was a constructed variable using information from the Kindergarten 

Family Interview and the Teacher Survey. If either of these sources indicated the child was 

receiving special education services or had an IEP, the child was coded as having an IEP. 

General population data, including children receiving and not receiving special education 

services, were used from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLSK) public and restricted use datasets, 1998–1999 base year data, retrieved from 

http://nces.ed.gov/ECLS/kinderdatainformation.asp. Comparisons between groups were done 

using pairwise comparisons. The Benjamini-Hochberg method was applied to identify 

comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.19. National percentage of former EI participants for whom kindergarten teachers 

reported negative behaviors 

Exhibit 2.19 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects kindergarten teacher reports of negative 

behaviors for former EI participants (percentages and confidence intervals). The NEILS cohort 

began early intervention between September 1997 and November 1998. Data are weighted to be 

nationally representative. The cognitive measures used in this analysis come from the 

Kindergarten Teacher Survey. 

Appendix B Page B-19 
 

Exhibit 2.20. National social-emotional development outcomes of former early intervention 

participants at 36 months and kindergarten, by eligibility category 

Exhibit 2.20 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent reports of social-emotional outcomes for 

former EI participants at 36 months of age and parent and teachers reports at kindergarten 

(percentages and standard errors) by eligibility category (developmental delay, at risk condition, 

diagnosed condition). The NEILS cohort began early intervention between September 1997 and 

November 1998. Data are weighted to be nationally representative. The social-emotional 

measures used in this analysis come from the Kindergarten Family Interview and the 

Kindergarten Teacher Survey. Comparisons between eligibility groups were done using pairwise 

comparisons. The Benjamini-Hochberg method was applied to identify comparisons that were 

statistically significant at the 5 percent level. 

Exhibit 2.21. National percentage of former EI participants for whom kindergarten teachers 

and parents reported social-emotional outcomes, by IEP status 

Exhibit 2.21 presents data from the National Early Intervention Longitudinal Study 

(NEILS), public use dataset, 2007, and reflects parent and teacher reports of social-emotional 

outcomes at kindergarten by IEP status (percentages and confidence intervals). The NEILS 

cohort began early intervention between September 1997 and November 1998. Data are 

weighted to be nationally representative. The social-emotional measures used in this analysis 

come from the Kindergarten Family Interview and the Kindergarten Teacher Survey. IEP status 

was a constructed variable using information from the Kindergarten Family Interview and the 

Teacher Survey. If either of these sources indicated the child was receiving special education 

services or had an IEP, the child was coded as having an IEP. Comparisons between groups were 

done using pairwise comparisons. The Benjamini-Hochberg method was applied to identify 

comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.22. National percentage of former EI participants for whom kindergarten teachers 

reported negative behaviors, by IEP status 

The data presented in exhibit 2.22 are from the National Early Intervention Longitudinal 

Study (NEILS), public use dataset, 2007, and reflect kindergarten teacher reports of negative 

behaviors for former EI participants (percentages and confidence intervals) by IEP status. The 

NEILS cohort began early intervention between September 1997 and November 1998. Data are 

weighted to be nationally representative. The cognitive measures used in this analysis come from 

the Kindergarten Teacher Survey. IEP status was a constructed variable using information from 

the Kindergarten Family Interview and the Teacher Survey. If either of these sources indicated 

the child was receiving special education services or had an IEP, the child was coded as having 

an IEP. Comparisons between groups were done using pairwise comparisons. The BenjaminiHochberg method was applied to identify comparisons that were statistically significant at the 

5 percent level. 

Exhibit 2.23. National physical development outcomes of former early intervention 

participants at 36 months and kindergarten, by eligibility category 

The data presented in exhibit 2.23 are from the National Early Intervention Longitudinal 

Study (NEILS), public use dataset, 2007, and reflect parent reports of physical development 

outcomes for former EI participants at 36 months of age and teacher and parent reports at 

kindergarten (percentages and standard errors) by eligibility category (developmental delay, at 

Appendix B Page B-20 
risk condition, diagnosed condition). The NEILS cohort began early intervention between 

September 1997 and November 1998. Data are weighted to be nationally representative. The 

physical development outcomes used in this analysis come from the Kindergarten Teacher 

Survey and the Kindergarten Family Interview. Comparisons between eligibility groups were 

done using pairwise comparisons. The Benjamini-Hochberg method was applied to identify 

comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.24. National percentage of former EI participants and of the general population 

reported to have activity levels at kindergarten, by IEP status for former EI participants 

The data presented in exhibit 2.24 are from the National Early Intervention Longitudinal 

Study (NEILS), public use dataset, 2007, and reflect kindergarten teacher and parent reports of 

activity levels for former EI participants (percentages and confidence intervals) by IEP status and 

compared with the total population of 5-year-olds. The NEILS cohort began early intervention 

between September 1997 and November 1998. Data are weighted to be nationally representative. 

IEP status was a constructed variable using information from the Kindergarten Family Interview 

and the Teacher Survey. If either of these sources indicated the child was receiving special 

education services or had an IEP, the child was coded as having an IEP. The activity level 

measures used in this analysis come from the Kindergarten Teacher Survey and the Kindergarten 

Family Interview. General population data, including children receiving and not receiving 

special education services, are from the Early Childhood Longitudinal Study, Kindergarten 

Cohort (ECLS-K) public and restricted use datasets, 1998–1999 base year data, retrieved from 

http://nces.ed.gov/ECLS/kinderdatainformation.asp. Comparisons between groups were done 

using pairwise comparisons. The Benjamini-Hochberg method was applied to identify 

comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.25. National percentage of former EI participants and of the general population 

reported by parents to have “fair” or “poor” health at kindergarten, by IEP status for former 

EI participants 

The data presented in exhibit 2.25 are from the National Early Intervention Longitudinal 

Study (NEILS), public use dataset, 2007, and reflect parent reports of health status for former EI 

participants (percentages and confidence intervals) by IEP status and compared with the total 

population of 5 year olds. The NEILS cohort began early intervention between September 1997 

and November 1998. Data are weighted to be nationally representative. The health measure used 

in this analysis was taken from the Kindergarten Family Interview. IEP status was a constructed 

variable using information from the Kindergarten Family Interview and the Teacher Survey. If 

either of these sources indicated the child was receiving special education services or had an IEP, 

the child was coded as having an IEP. General population data, including children receiving and 

not receiving special education services, are from the National Health Interview Survey (NHIS) 

public use dataset, 1999 Person Section, retrieved from 

http://www.cdc.gov/nchs/about/major/nhis/quest_data_related_1997_forward.htm. Comparisons 

between groups were done using pairwise comparisons. The Benjamini-Hochberg method was 

applied to identify comparisons that were statistically significant at the 5 percent level. 

Exhibit 2.26. National adaptive development outcomes of former early intervention 

participants at 36 months and kindergarten, by eligibility category 

The data presented in exhibit 2.26 are from the National Early Intervention Longitudinal 

Study (NEILS), public use dataset, 2007, and reflect parent reports of adaptive development 

Appendix B Page B-21 
outcomes for former EI participants at 36 months of age and at kindergarten (percentages and 

standard errors) by eligibility category (developmental delay, at risk condition, diagnosed 

condition). The NEILS cohort began early intervention between September 1997 and November 

1998. Data are weighted to be nationally representative. The physical development outcomes 

used in this analysis come from the Kindergarten Family Interview. Comparisons between 

eligibility groups were done using pairwise comparisons. The Benjamini-Hochberg method was 

applied to identify comparisons that were statistically significant at the 5 percent level. 

Chapter 3 – Preschool 

Exhibit 3.1. National number of preschool-age children identified for services under IDEA, by 

age (2005) 

Exhibit 3.1 presents unmodified numbers of children of each single year of age who were 

identified for services under IDEA in 2005. The numbers are aggregated counts of children 

identified for services under IDEA, based on enrollment numbers at a single time point between 

October 1, 2005 and December 1, 2005. These annual counts include both children newly 

identified in the year represented by the count and children identified in earlier years who 

continue to receive services under IDEA. Data represent the counts for all 50 states and the 

District of Columbia, including Bureau of Indian Education (BIE) schools. Data were retrieved 

on December 7, 2007 from www.ideadata.org/PartCChildCount.asp for children ages birth 

through 2 and www.ideadata.org/PartBChildCount.asp for children ages 3 through 21 (U.S. 

Department of Education, Office of Special Education Programs, Data Analysis System 

(DANS), Section 618, Part B and C, 2005). The ages of preschool-age children eligible to 

receive services under IDEA are 3 through 5 years, as indicated by the shaded area. 

Exhibit 3.2. National number and percentage of preschool-age children identified for 

services under IDEA, by age (1997–2006) 

Exhibit 3.3. Trends in national percentage of preschool-age children identified for services 

under IDEA, by age (1997–2006) 

Exhibit 3.2 presents the number and percentage for 3- through 5-year-olds for the years 

1997 through 2006. Exhibit 3.3 presents the percentages of this age group in graphical form. The 

numbers are of children identified for services under IDEA at a single time point between 

October 1 and December 1 of each year. Data represent all 50 states, the District of Columbia, 

including Bureau of Indian Education (BIE) schools. The numbers include both children newly 

identified in the year represented by the count and children identified in earlier years who 

continue to receive services under IDEA. The percentage is calculated by dividing the 

unmodified count of 3- through 5-year-olds identified for services under IDEA for a given year 

by the sum of the unmodified number of births for 3, 4, and 5 years before the year for which the 

percentage is reported (e.g., births from the years 1993, 1994, and 1995 were used for the 

denominator of the 1997 percentage, including births on Indian reservations), and multiplying 

the result by 100. For example, to calculate percentages in 2005: 

Appendix B Page B-22 
DANS count of all 3- through 5-year-olds 

identified for services under all IDEA 

classifications in 2005 

× 100 

Total number of births in 2000, 2001, and 

2002 (from NVSS) 

DANS data were retrieved on December 7, 2007 from 

www.ideadata.org/PartBChildCount.asp (U.S. Department of Education, Office of Special 

Education Programs, Data Analysis System (DANS), Section 618, Part B, 1997-2006). The birth 

data were retrieved on January 11, 2008 from U.S. Department of Health and Human Services, 

Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital 

Statistics System (NVSS), 1997 to 2005, 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx. The birth data for 2006 are 

from table 6, pg. 12, of Hamilton, Martin, and Ventura (2007). 

Exhibit 3.4. National number and percentage of 3- through 5-year-olds identified for services 

under IDEA, by race/ethnicity (1998–2006) 

Exhibit 3.5. Trends in national percentage of 3- through 5-year-olds identified for services 

under IDEA, by race/ethnicity (1998–2006) 

Exhibit 3.4 presents the number and percentage for 3- through 5-year-olds for the years 

1998 through 2006 for five racial/ethnic categories. Exhibit 3.5 presents the percentages of these 

categories in graphical form. The numbers are unmodified counts of 3- through 5-year-olds 

identified for services under IDEA at a single point between October 1 and December 1 of each 

year. These annual counts include both children newly identified in the year represented by the 

count and children identified in earlier years who continue to receive services under IDEA. Data 

represent all 50 states, the District of Columbia, including Bureau of Indian Education (BIE) 

schools. For each racial/ethnic group, the percentage is calculated by dividing the unmodified 

count of 3- through 5-year-olds identified for services under IDEA in the year by the sum of the 

unmodified number of births of that racial/ethnic group for 3, 4, and 5 years before the year for 

which the percentage is reported (e.g., births from the years 1994, 1995, and 1996 were used for 

the denominator of the 1998 percentage, including births on Indian reservations), and 

multiplying the result by 100. For example, to calculate percentages in 2005: 

DANS count of all 3- through 5-year-olds in 

racial/ethnic group identified for services under all 

IDEA classifications in 2005 

× 100 

Total number of births for racial/ethnic group in 

2000, 2001, and 2002 (from NVSS) 

DANS data were retrieved on December 7, 2007 from 

www.ideadata.org/docs%5CPartBTrendData%5CB3A.xls (U.S. Department of Education, 

Office of Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 

1998-2006). For vital statistics birth data, the race/ethnicity of the mother was used to classify 

the child, due to a relatively large amount of missing information for the father (17%) and to 

uncertainty concerning how to classify children whose parents were of different races/ethnicities. 

Information on the mother’s race/ethnicity was retrieved from the National Vital Statistics 

Appendix B Page B-23 
System (NVSS) on January 11, 2008 at 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx (U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health 

Statistics, National Vital Statistics System (NVSS), 1997 to 2005) 

Exhibit 3.6. National percentage of preschool-age children identified for services under 

IDEA, by disability category (2004 and 2006) 

Exhibit 3.6 presents the percentage of 3- through 5-year-olds who were identified for 

services under each IDEA disability category in 2004 and 2006. The percentages include both 

children newly identified in the year represented by the count and children identified in earlier 

years who continue to receive services under IDEA. Data represent all 50 states and the District 

of Columbia, including Bureau of Indian Education (BIE) schools. As states or local education 

agencies may elect to identify children ages 3 through 9 under the developmental delay category, 

there were 46 states that reported counts under this category in 2004 and 48 states in 2006. The 

percentage is calculated by dividing the number of children identified for services under IDEA 

for a given IDEA category in a given year by the sum of the unmodified number of births for 3, 

4, and 5 years before the year for which the percentage is reported (e.g., births from the years 

1993, 1994, and 1995 were used for the denominator of the 1997 percentage, including births on 

Indian reservations), and multiplying the result by 100, as follows: 

DANS count of 3- through 5-year-olds identified for 

services under a given IDEA category and in a given year 

× 100 

Total number of births 3, 4, and 5 years before the given 

year (from NVSS) 

Relative changes in the identification percentages from 2004 to 2006 were calculated as 

follows: 

2006 identification percentage of all 2004 identification percentage of all 

children in age group identified for − children in age group identified for 

services under given IDEA category services under given IDEA category × 100 2004 identification percentage of all children in age 

group identified for services under given IDEA 

category 

Data for children identified for services under IDEA were retrieved on December 7, 2007 

from http://www.ideadata.org/tables28th%5Car_1-2.xls and 

http://www.ideadata.org/tables30th%5Car_1-2.xls (U.S. Department of Education, Office of 

Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 2004 and 

2006). Birth data were retrieved on January 11, 2008 from 

http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx (U.S. Department of Health 

and Human Services, Centers for Disease Control and Prevention, National Center for Health 

Statistics, National Vital Statistics System (NVSS), 1997 to 2005. 

Appendix B Page B-24 
Exhibit 3.7. Percentage of 3- through 5-year-olds identified for services under IDEA, national 

average for 50 states and DC, and in 50 states and the District of Columbia (1997, 1998–2005 

average, and 2006) 

Exhibit 3.7 presents the state percentages for 3- through 5-year-olds for the years 1997 and 

2006 and the average of the percentages for 1998 through 2005. The percentage is calculated by 

dividing the unmodified state count of 3- through 5-year-olds identified for services under IDEA 

in each year (DANS) by the sum of the unmodified number of births in each state for 3, 4, and 5 

years before the year for which the percentage is reported (e.g., births from the years 1993, 1994, 

and 1995 were used for the denominator of the 1997 percentage, including births on Indian 

reservations) (NVSS), and multiplying the result by 100, as follows: 

DANS count for state of all 3- through 5-year-olds identified 

for services under all IDEA classifications in a given year 

× 100 Total number of births in state 3, 4, and 5 years 

before the given year (from NVSS) 

The percentages for the average of 1998 through 2005 were calculated by summing the 

percentages for 1998 through 2005 and dividing the total by 8. DANS data were retrieved on 

December 7, 2007 from www.ideadata.org/PartBChildCount.asp (U.S. Department of Education, 

Office of Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 

1997-2006). DANS data represent each of the 50 states and the District of Columbia, excluding 

Bureau of Indian Education (BIE). Birth data were retrieved from the National Vital Statistics 

System (U.S. Department of Health and Human Services, Centers for Disease Control and 

Prevention, National Center for Health Statistics, National Vital Statistics System (NVSS), 1997 

to 2005) at http://205.207.175.93/VitalStats/ReportFolders/ReportFolders.aspx on January 11, 

2008. 

Exhibit 3.8. Mean literacy, numeracy, and preacademic skills scores of 3- through 5-yearolds identified for services under IDEA (2005) 

Exhibit 3.9. Mean social skills, problem behaviors, self-care, and self-direction scores of 3- 

through 5-year-olds identified for services under IDEA (2005) 

Exhibit 3.10. Mean emerging academic skills, social skills, and problem behavior scores of 

3- through 5-year-olds identified for services under IDEA, by disability category (2005) 

Exhibit 3.8 presents standard scores on the Woodcock-Johnson III (WJ III) (Woodcock, 

McGrew, and Mather 2001) Letter-Word Identification subtest (WJLW), the Peabody Picture 

Vocabulary Test-Third Edition (PPVT-III) (Dunn and Dunn 1997), the WJ III Applied Problems 

subtest (WJAP) (Woodcock, McGrew, and Mather 2001) and the Adaptive Behavior Assessment 

System-Second Edition (ABAS-II), Functional Preacademics subtest (Harrison and Oakland 

2004). Exhibit 3.9 presents standard scores on Preschool and Kindergarten Behavior Scales 

Second Edition (PKBS-2) Social Skills and Problem Behavior subscales (Merrell 2002) and the 

ABAS-II Self-Care and Self-Direction subscales. Results for each of these areas for all children 

identified for preschools services under IDEA as a group and for each age-year cohort are 

reported in exhibits 3.8, and 3.9. Differences between three disability groupings (speech and 

language impairments, developmental delay, and all other disability categories) are presented in 

Appendix B Page B-25 
exhibit 3.10. All data are taken from the chapters and appendices in Preschoolers’ 

Characteristics, Services, and Results: Wave 1 Overview Report from the Pre-Elementary 

Education Longitudinal Study (Markowitz et al. 2006). Data are as they were in the PEELS 

report with the exception of the ABAS scales, which were transformed to a standard score scale 

with a mean of 100 and standard deviation of 15 to be consistent with the other measures. 

The Benjamini-Hochberg method was applied as a group to the following sets of 

comparisons to identify those that were statistically significant at the 5 percent level: 

(1) Each age group (3, 4, or 5 years old) versus a nominal value of 100, across 8 measures 

(WJLW, WJAP, PPVT, ABAS, PKBS-Social, PKBS-Problem Behavior, ABAS-Self Care, and 

ABAS-Self Direction), resulting in 32 hypotheses. 

(2) Each age group (3, 4, or 5 years old) versus each other age group, across 8 measures 

(WJLW, WJAP, PPVT, ABAS, PKBS-Social, PKBS-Problem Behavior, ABAS-Self Care, and 

ABAS-Self Direction), resulting in 32 hypotheses 

(3) Each age group (3, 4, or 5 years old) versus all children not in that age group, across 8 

measures (WJLW, WJAP, PPVT, ABAS, PKBS-Social, PKBS-Problem Behavior, ABAS-Self 

Care, and ABAS-Self Direction), resulting in 32 hypotheses. 

(4) Each disability group (speech and language impairments, developmental delay, and all 

other disability categories) versus a nominal value of 100, across 8 measures (WJLW, WJAP, 

PPVT, ABAS, PKBS-Social, PKBS-Problem Behavior, ABAS-Self Care, and ABAS-Self 

Direction), resulting in 32 hypotheses. 

(5) Each disability group (speech and language impairments, developmental delay, and all 

other disability categories) versus each other group, across 8 measures (WJLW, WJAP, PPVT, 

ABAS, PKBS-Social, PKBS-Problem Behavior, ABAS-Self Care, and ABAS-Self Direction), 

resulting in 24 hypotheses. 

Chapter 4 – School Age 

Exhibit 4.1. National number of school-age children identified for services under IDEA, by 

age (2005) 

Exhibit 4.1 presents unmodified numbers of children of each single year of age who were 

identified for services under IDEA in 2005. The numbers are aggregated counts of children 

identified for services under IDEA, based on enrollment numbers at a single time point between 

October 1, 2005 and December 1, 2005. These annual counts include both children newly 

identified in the year represented by the count and children identified in earlier years who 

continue to receive services under IDEA. Data represents all 50 states, the District of Columbia, 

and Bureau of Indian Education (BIE) schools. Data were retrieved on December 7, 2007 from 

www.ideadata.org/PartCChildCount.asp for children ages birth through 2 and 

www.ideadata.org/PartBChildCount.asp for children ages 3 through 21 (U.S. Department of 

Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B and C, 2005). The ages of school-age children eligible to receive services under IDEA are 

6 through 21 years. 

Appendix B Page B-26 
Exhibit 4.2. National number and percentage of school-age children identified for services 

under IDEA, by age group (1997–2005) 

Exhibit 4.3. Trends in national percentage of school-age children identified for services 

under IDEA, by age group (1997–2005) 

Exhibit 4.2 presents the percentages for 6- through 17-year-olds, 6- through 9-year-olds, 10- 

through 13-year-olds, and 14- through 17-year-olds for the years 1997 through 2005. Exhibit 4.3 

presents the percentages of these age groups in graphical form. For 6- through 17-year-olds, the 

number is the unmodified count of 6- through 17-year-olds identified for services under IDEA in 

each year. For 6- through 9-year-olds, 10- through 13-year-olds, and 14- through 17-year-olds, 

the unmodified counts for the relevant single years of age were summed to create the aggregated 

count for each age group. In general, the percentage is calculated by dividing the unmodified 

count of children ages 6 through 17 identified for services under IDEA by the national 

enrollment counts in grades 1-12 and multiplied by 100. To align with the 6- through 9-year olds, 

10- through 13-year-olds, 14- through 17-year olds, enrollment counts in grades 1 through 4, 

grades 5 through 8, and grade 9 through 12 were used. For example, to calculate percentages in 

2005: 

DANS count of all children in age group 

identified for services under all IDEA 

classifications in 2005 

× 100 

CCD count of total enrollment in 

corresponding grade levels in 2005 

For 6- through 9-year-olds, 10- through 13-year-olds, and 14- through 17-year-olds, the 

percentages are calculated by dividing the unmodified counts of children identified for services 

under IDEA in each age group by the national enrollment counts in grades 1 through 4, 5 through 

8, and 9 through 12, respectively, and multiplying the results by 100. Data represents all 50 

states, the District of Columbia, and Bureau of Indian Education (BIE) schools. BIE schools 

were not included in 1997 CCD enrollment data for grades 1-12 as BIE schools were included 

starting in 1998-1999. 

DANS data were retrieved on December 7, 2007 from 

https://www.ideadata.org/docs/PartBTrendData/B2C.xls (U.S. Department of Education, Office 

of Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 1997-

2006). Data for student enrollment were retrieved on December 10, 2007 from the U.S. 

Department of Education, National Center for Education Statistics, Common Core of Data 

(CCD), 1997-98 to 2005-06, www.nces.ed.gov/ccd/bat/. 

Exhibit 4.4. National number and percentage of 6- through 21-year-olds identified for 

services under IDEA, by race/ethnicity (1998–2005) 

Exhibit 4.5. Trends in national percentage of 6- through 21-year-olds identified for IDEA 

services, by race/ethnicity (1998–2005) 

Exhibit 4.4 presents the number and percentage for five racial/ethnic groups of 6- through 

21-year-olds for the years 1998 to 2005. Exhibit 4.5 presents the percentages of these groups in 

graphical form. The numbers are unmodified counts of 6- through 21-year-olds identified for 

services under IDEA at a single point between October 1 and December 1 of each year. These 

Appendix B Page B-27 
annual counts include both children newly identified in the year represented by the count and 

children identified in earlier years who continue to receive services under IDEA. Data represents 

all 50 states, the District of Columbia, and Bureau of Indian Education (BIE) schools. BIE 

schools were not included in 1997 CCD enrollment data for grades 1–12 as BIE schools were 

included starting in 1998-1999. For each racial/ethnic group, the percentage is calculated by 

dividing the unmodified count of 6- through 21-year-olds identified for services under IDEA in 

each year by the unmodified national enrollment count for the racial/ethnic group in grades 1 

through 12, and multiplying the result by 100. For example, to calculate percentages in 2005: 

DANS count of all 6- through 21-year-olds in
 

racial/ethnic group identified for services 

under all IDEA classifications in 2005
 × 100 

CCD enrollment count in grades 1-12 for 

racial/ethnic group in 2005 

Counts of children identified for services under IDEA by race/ethnicity were retrieved on 

February 22, 2008 from https://www.ideadata.org/docs/PartBTrendData/B3B.xls (U.S. 

Department of Education, Office of Special Education Programs, Data Analysis System 

(DANS), Section 618, Part B, 1997-2005). Student enrollment data were retrieved on December 

10, 2007 from the U.S. Department of Education, National Center for Education Statistics, 

Common Core of Data (CCD), 1997-98 to 2005-06, www.nces.ed.gov/ccd/bat/. 

Exhibit 4.6. National percentage of school-age children identified for services under IDEA, 

by age group and disability category (1997 and 2005) 

Exhibit 4.6 presents unmodified counts of 6- through 9-year-olds, 10- through 13-year-olds, 

and 14- through 17-year-olds who were identified for services under each IDEA disability 

category in 1997 and 2005 and the percentage change between the two years. The unmodified 

counts for each single year of age were summed to create the aggregated count for each age 

group. As states or local education agencies may elect to identify children ages 3 through 9 under 

the developmental delay category, there were 6 states that reported counts under this category in 

1997 and 48 states in 2005. Data represents all 50 states, the District of Columbia, and Bureau of 

Indian Education (BIE) schools. BIE schools were not included in 1997 CCD enrollment data for 

grades 1-12 as BIE schools were included starting in 1998-1999. The percentage is calculated by 

dividing the number of children identified for services under IDEA for a given IDEA category in 

DANS count of all 6- through 9-year-olds identified for 

services under given IDEA category in 2004 

× 100 

CCD enrollment count in grades 1 through 4 in 2004 

a given year and age group by the total number of enrollment for a given age group and year, and 

multiplying the result by 100. For example, to calculate percentages in 2004 for 6- through 9-

year-olds: 

Relative changes in the identification percentages from 1997 to 2005 were calculated as 

follows: 

Appendix B Page B-28 
2005 identification percentage of all 1997 identification percentage of all 

children in age group identified for − children in age group identified for 

services under given IDEA category services under given IDEA category × 100 1997 identification percentage of all children in age 

group identified for services under given IDEA 

category 

Counts of children identified for services under IDEA by disability category were retrieved 

on February 15, 2008 from https://www.ideadata.org (U.S. Department of Education, Office of 

Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 1997-2005). 

Enrollment data were retrieved on February 10, 2008 from the U.S. Department of Education, 

National Center for Education Statistics, Common Core of Data (CCD), 1997-98 to 2005-06, 

www.nces.ed.gov/ccd/bat/. 

Exhibit 4.7. Percentage of 6- through 17-year-olds identified for services under IDEA, 

national average for 50 states and DC, and in 50 states and the District of Columbia (1997, 

19982004 average, and 2005) 

Exhibit 4.7 presents the state percentages for 6- through 17-year-olds for the years 1997 and 

2005, and the average of the percentages for 1998 through 2004. National data represent the 

counts for the 50 states and the District of Columbia, excluding Bureau of Indian Education 

(BIE) schools. The percentage is calculated by dividing the unmodified state count of 6- through 

17-year-olds identified for services under IDEA in each year by the unmodified state-reported 

count of total enrollment in grades 1-12, and multiplying the result by 100, as follows: 

DANS count for state of all 6- through 17-year-olds identified 

for services under all IDEA classifications in a given year 

× 100 CCD count of total enrollment in grades 1-12 for 

state in same year 

The percentages for the average of 1998 through 2004 were calculated by summing the 

percentages for 1998 through 2004 and dividing the total by 7. DANS data were retrieved on 

December 7, 2007 from http://www.ideadata.org/PartBChildCount.asp (U.S. Department of 

Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B, 1997-2005). Data represents all 50 states, the District of Columbia, excluding Bureau of 

Indian Education (BIE) schools. Student enrollment data were retrieved on December 10, 2007 

from the U.S. Department of Education, National Center for Education Statistics, Common Core 

of Data (CCD), 1997-98 to 2005-06, www.nces.ed.gov/ccd/bat/. 

Exhibit 4.8. Percentage of 6- through 12-year-olds identified for IDEA services in December 

1999 who were declassified by spring 2002, by disability category 

Exhibit 4.8 presents the percentages of 6- through 12-year-olds who were identified for 

services under IDEA in December 1999 who had been declassified by spring 2002. The 

percentages and standard errors used to compute the confidence intervals were taken from 

Appendix B Page B-29 
exhibit 2, page 5 in Declassification—Students Who Leave Special Education. A Special Topic 

Report From the Special Education Elementary Longitudinal Study (SEELS 2005). 

Exhibit 4.9. Mean WJ III reading and mathematics scores of 6- to 17-year-old children 

identified for IDEA services, by classification status (2002) 

Exhibit 4.9 presents standard scores on the Woodcock-Johnson III (WJ III) letter-word 

identification, passage comprehension, calculation and applied problems subtests (Woodcock, 

McGrew, and Mather 2001) for 6- to 17-year-old children who are identified for services under 

IDEA. The data compare students declassified from IDEA services as of spring 2002 with those 

continuing to receive services. Results are new analyses calculated based on 2002 student 

assessment data of the Special Education Elementary Longitudinal Study (SEELS), available at 

www.seels.net. 

Exhibit 4.10. Mean reading and mathematics scale scores of fourth- and eighth-grade 

students identified and not identified for services under IDEA (2003, 2005, and 2007) 

The data presented in exhibit 4.10 are average scale scores and confidence intervals on the 

National Assessment of Educational Progress (NAEP) grades 4 and 8 reading and mathematics 

tests in 2003, 2005, and 2007. They are presented for children identified and not identified for 

services under IDEA at each year. The data are presented in their original metrics, as retrieved on 

March 18, 2008 from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/nde). 

Pairwise comparisons were conducted using t-tests for year-to-year changes within, and 

differences between children identified and not identified for IDEA services. The BenjaminiHochberg method was applied within grade level comparisons to identify comparisons that were 

statistically significant at the 5 percent level. 

Exhibit 4.11. Mean reading scale scores of fourth-grade students identified and not identified 

for services under IDEA, by state and compared with national averages (2007) 

The data presented in exhibit 4.11 are average scale scores and confidence intervals on the 

NAEP grade 4 reading test in 2007. They are presented for children identified and not identified 

for services under IDEA by state. The data are presented in their original metrics as retrieved on 

March 18, 2008 from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/nde). 

Pairwise comparisons were conducted using t-tests for children identified and not identified for 

services under IDEA against their respective national means, as well as for differences between 

them. The Benjamini-Hochberg method was applied within grade level comparisons to identify 

comparisons that were statistically significant at the 5 percent level. 

Exhibit 4.12. Mean reading scale scores of eighth-grade students identified and not 

identified for services under IDEA, by state and compared with national averages (2007) 

The data presented in exhibit 4.12 are average scale scores and confidence intervals on the 

NAEP grade 8 reading test in 2007. They are presented for children identified and not identified 

for services under IDEA by state. The data are presented in their original metrics as retrieved on 

March 18, 2008 from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/nde). 

Pairwise comparisons were conducted using t-tests for children identified and not identified for 

services under IDEA against their respective national means, as well as for differences between 

them. The Benjamini-Hochberg method was applied within grade level comparisons to identify 

comparisons that were statistically significant at the 5 percent level. 

Appendix B Page B-30 
Exhibit 4.13. Mean mathematics scale scores of fourth-grade students identified and not 

identified for services under IDEA, by state and compared with national averages (2007) 

The data presented in exhibit 4.13 are average scale scores and confidence intervals on the 

NAEP grade 4 mathematics test in 2007. They are presented for children identified and not 

identified for services under IDEA by state. The data are presented in their original metrics as 

retrieved on March 18, 2008 from the NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/nde). Pairwise comparisons were conducted using t-tests 

for children identified and not identified for services under IDEA against their respective 

national means, as well as for differences between them. The Benjamini-Hochberg method was 

applied within grade level comparisons to identify comparisons that were statistically significant 

at the 5 percent level. 

Exhibit 4.14. Mean mathematics scale scores of eighth-grade students identified and not 

identified for services under IDEA, by state and compared with national averages (2007) 

The data presented in exhibit 4.14 are average scale scores and confidence intervals on the 

NAEP grade 8 mathematics test in 2007. They are presented for children identified and not 

identified for services under IDEA by state. The data are presented in their original metrics as 

retrieved on March 18, 2008 from the NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/nde). Pairwise comparisons were conducted using t-tests 

for children identified and not identified for services under IDEA against their respective 

national means, as well as for differences between them. The Benjamini-Hochberg method was 

applied within grade level comparisons to identify comparisons that were statistically significant 

at the 5 percent level. 

Exhibit 4.15. Percentage of fourth-grade students identified for IDEA services performing at 

“basic or above” and “proficient or above” in reading, by state (2003) 

Exhibit 4.16. Percentage of eighth-grade students identified for services under IDEA 

performing at “basic or above” and “proficient or above” in reading, by state (2003) 

Exhibit 4.17. Percentage of fourth-grade students identified for services under IDEA 

performing at “basic or above” and “proficient or above” in mathematics, by state (2003) 

The data presented in exhibits 4.15, 4.16, and 4.17 are percentages of children whose 

performance was at the “basic and above” and “proficient and above” levels on the NAEP 

reading and mathematics tests in 2003, and the percentage who were “proficient and above” on 

state accountability tests in 2003. They are presented for children identified for services under 

IDEA by state. The data are presented in their original metrics, as retrieved on March 18, 2008, 

from the NAEP Data Explorer (http://nces.ed.gov/nationsreportcard/nde) and as obtained on 

February 5, 2008, from the National Center on Educational Outcomes (NCEO), Research to 

Practice Division, Office of Special Education Programs, U.S. Department of Education. 

Analyses were counts of states with averages that fell above or below the confidence intervals 

associated with the two NAEP scales. 

Appendix B Page B-31 
 

Exhibit 4.18. Mean WJ III reading scores of school-age children identified for services under 

IDEA: ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), by disability category 

Exhibit 4.19. Mean WJ III mathematics scores of school-age children identified for services 

under IDEA: ages 7 through 14 (2001) and 16 through 18 (2002 and 2004), by disability 

category 

Exhibit 4.18 presents standard scores by disability category on the Woodcock-Johnson III 

(WJ III) letter-word identification, synonym-antonym, and passage comprehension subtests 

(Woodcock, McGrew, and Mather 2001). Exhibit 4.19 presents standard scores on the 

Woodcock-Johnson III (WJ III) calculation and applied problems subtests (Woodcock, McGrew, 

and Mather 2001). Disability category differences are presented. All data for children ages 7 

through 14 come from data tables on the Special Education Elementary Longitudinal Study 

(SEELS) and for children ages 16 through 18 from the National Longitudinal Transition Study-2 

(NLTS2) websites. No transformations were performed. 

SEELS comparisons. The Benjamini-Hochberg method was applied across all 

comparisons to identify those that were statistically significant at the 5 percent level: each 

disability category (except deaf/blind) versus a nominal value of 100, across four measures 

(letter-word identification standard score, passage comprehension standard score, calculation 

standard score, and applied problems standard score) resulting in 44 hypotheses. 

NLTS2 comparisons. The Benjamini-Hochberg method was applied across all 

comparisons to identify comparisons that were statistically significant at the 5 percent level: each 

disability category versus a nominal value of 100, across four measures (letter-word 

identification standard score, passage comprehension standard score, calculation standard score, 

and applied problems standard score) resulting in 48 hypotheses. 

Exhibit 4.20. National percentage of youth identified for services under IDEA no longer in 

high school, by exit type (1998–2005) 

Exhibit 4.20 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school by graduating with a regular diploma, receiving a 

certificate of completion, reaching the maximum age for services, or dropping out. For a given 

year, the percentage of students in each exit classification was calculated by dividing the number 

of students in the respective exit classification by the sum of the number of students in each of 

the four exit classifications and multiplying the quotient by 100. The numbers for each exit 

classification were retrieved from DANS for all 50 states on June 10, 2008, from 

https://www.ideadata.org (U.S. Department of Education, Office of Special Education Programs, 

Data Analysis System (DANS), Section 618, Part B, 1997–2005). 

Exhibit 4.21. National percentage of school-age youth who had been identified for services 

under IDEA and were no longer in high school, by exit type and disability category (2005) 

Exhibit 4.21 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school in 2005 by graduating with a regular diploma, receiving a 

certificate of completion, reaching the maximum age for services, or dropping out for all youth 

with disabilities and by disability category. For each disability category, the percentage of 

students in each exit classification was calculated by dividing the number of students in the 

respective exit classification by the sum of the number of students in each of the four exit 

classifications and multiplying the quotient by 100. The numbers for each exit classification were 

retrieved from DANS for all 50 states on June 10, 2008 from https://www.ideadata.org (U.S. 

Appendix B Page B-32 
Department of Education, Office of Special Education Programs, Data Analysis System 

(DANS), Section 618, Part B, 1997-2005). 

Exhibit 4.22. National percentage of school-age youth identified for services under IDEA 

exiting high school with a diploma, by disability cluster and category (2003 through 2005) 

Exhibit 4.22 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school by graduating with a regular diploma, by disability cluster 

and disability category for the years 2003, 2004, and 2005. Disability clusters are based on the 

recommendations from the President’s Commission on Excellence in Special Education 

(PCESES 2002). For each year and each disability cluster, the percentage of exiters who 

graduated was calculated by dividing the number of students receiving a regular diploma by the 

sum of the number of students in each of the four exit classifications as the denominator and 

multiplying the quotient by 100. The numbers for each exit classification were retrieved from 

DANS for all 50 states on June 10, 2008 from https://www.ideadata.org (U.S. Department of 

Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B, 1997–2005). 

Exhibit 4.23. National percentage of school-age youth identified for services under IDEA 

exiting high school by dropping out, by disability cluster (2003 through 2005) 

Exhibit 4.23 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school by dropping out, by disability cluster and disability 

category for the years 2003, 2004, and 2005. Disability clusters are based on the 

recommendations from the President’s Commission on Excellence in Special Education 

(PCESES 2002). For each year and each disability group, the percentage of exiters who dropped 

out was calculated by dividing the number of students who dropped out by the sum of the 

number of students in each of the four exit classifications as the denominator and multiplying the 

quotient by 100. The numbers for each exit classification were retrieved from DANS for all 50 

states on June 10, 2008 from https://www.ideadata.org (U.S. Department of Education, Office of 

Special Education Programs, Data Analysis System (DANS), Section 618, Part B, 1997-2005).. 

Exhibit 4.24. National percentage of school-age youth identified services under IDEA exiting 

high school by receiving a certificate of completion, by disability cluster (2003 through 2005) 

Exhibit 4.24 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school by receiving a certificate of completion, by disability 

cluster and disability category for the years 2003, 2004, and 2005. Disability clusters are based 

on the recommendations from the President’s Commission on Excellence in Special Education 

(PCESES 2002). For each year and each disability group, the percentage of exiters who received 

a certificate of completion was calculated by dividing the number of students receiving a 

certificate of completion by the sum of the number of students in each of the four exit 

classifications as the denominator and multiplying the quotient by 100. The numbers for each 

exit classification were retrieved from DANS for all 50 states on June 10, 2008 from 

https://www.ideadata.org (U.S. Department of Education, Office of Special Education Programs, 

Data Analysis System (DANS), Section 618, Part B, 1997–2005). 

Appendix B Page B-33 
Exhibit 4.25. National percentage of school-age youth identified for services under IDEA 

exiting high school by reaching the maximum age for service, by disability cluster (2003 

through 2005) 

Exhibit 4.25 displays the percentage of youth who had been identified for services under 

IDEA and who had exited high school by reaching the maximum age for services, by disability 

cluster and disability category for the years 2003, 2004, and 2005. Disability clusters are based 

on the recommendations from the President’s Commission on Excellence in Special Education 

(PCESES 2002). For each year and each disability group, the percentage of exiters who exited by 

reaching the maximum age for services was calculated by dividing the number of students who 

exited by reaching the maximum age for services by the sum of the number of students in each of 

the four exit classifications as the denominator and multiplying the quotient by 100. The 

numbers for each exit classification were retrieved from DANS for all 50 states on June 10, 2008 

from https://www.ideadata.org (U.S. Department of Education, Office of Special Education 

Programs, Data Analysis System (DANS), Section 618, Part B, 1997–2005). 

Exhibit 4.26. Averaged freshman graduation rate of school-age youth identified for services 

under IDEA and total population, by state (2005 and 1998–2004 average) 

Exhibit 4.26 presents data on the Averaged Freshman Graduation Rate (AFGR) for students 

with disabilities and for the total population in 2005, as well as the average AFGR for the years 

1998-2004. The AFGR provides an estimate of the percentage of high school students who 

graduate “on time” (i.e., four years after starting 9th grade) by dividing the number of graduates 

with regular diplomas by the size of the incoming freshman class 4 years earlier (Seastrom, 

Hoffman, Chapman, et al. 2007). The rate uses aggregate student enrollment data to estimate the 

size of an incoming freshman class and aggregate counts of the number of graduates four years 

later. For the rates for the total population, the incoming freshman class size is estimated by 

summing the enrollment (from CCD) in 8th grade for one year, 9th grade for the next year, and 

10th grade for the year after and then dividing by 3. The averaging is intended to account for 

higher grade retentions in the 9th grade. 

For the AFGR rates for youth identified for services under IDEA, DANS does not provide 

number of years of enrollment, so the denominator was the average enrollment (from DANS) for 

13-year-olds in one year, for 14-year-olds in the next year, and for 15-year-olds in the following 

year. For the numerator, DANS provides the number of regular diplomas awarded in a given 

year to youth identified for special education services. 

Data for students identified for services under IDEA come from U.S. Department of 

Education, Office of Special Education Programs, Data Analysis System (DANS), Section 618, 

Part B, 1997–2005, retrieved on April 19, 2008 from http://www.ideadata.org. Data for the total 

population come from National Center for Education Statistics, Common Core of Data (CCD), 

1997–98 to 2005–06, retrieved December 10, 2007 from http://www.nces.ed.gov/ccd/bat/. 

Appendix B Page B-34 
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