| CFDA Number: | 84.027 - Special Education_Grants to States |
| Program Goal: To assist State and local educational agencies in providing children with disabilities access to high quality education to help them meet challenging standards and prepare them for employment and independent living. |
| Objective 8.1 of 3: All children with disabilities have access to the general curriculum and assessments, with appropriate accommodations, supports, and services, consistent with high standards. |
| Indicator 8.1.1 of 2: Regular education settings (school age): The percentage of children with disabilities ages 6 to 21 who are reported by states as being served in the regular education classroom at least 80 percent of the day. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Progress: The percentage of children served in regular education classrooms at least 80 percent of the day increased from 48 percent in 2002-2003 to 50 percent in 2003-2004, exceeding the target of 48 percent. Explanation: No target is provided for future years because the indicator is being revised to more accurately measure the number of children with disabilities who are served outside of the regular classroom. Targets for the new indicator will be included in the FY 2005 Performance Plan. |
Additional Source Information: Additional Source Information: State-reported data required under IDEA. Numerator: Number served at least 80 percent of day in regular classroom. Denominator: All settings. 50 States, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, Northern Marianas, and BIA (57 entities). Frequency: Annually. Collection Period: 2004 - 2005 Data Available: September 2005 Validated By: No Formal Verification. |
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| Indicator 8.1.2 of 2: The percentage of students with disabilities scoring at or above the basic and proficient levels on the NAEP | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Objective 8.2 of 3: Secondary school students with disabilities receive the support they need to complete high school prepared for postsecondary education or employment. |
| Indicator 8.2.1 of 1: Graduation: The percentage of children with disabilities exiting school with a regular high school diploma, and the percentage who drop out. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Progress: In 2003 the data collection methodology for this measure was revised to remove from the numerator the category of students who moved and whose services were not known to continue. This resulted in about a 10 percentage point change in the trend line for both graduation and dropout data. In subsequent performance plans, the targets for 2003 and later years were revised to account for this change. The graduation of students with disabilities improved from 51 percent in 2002 to 52 percent in 2003, meeting the (revised) target. The dropout rate decreased from 38 percent to 34 percent, exceeding the (revised) target of 36 percent for 2003. Explanation: Targets for 2002-2004 reflect a decrease from prior years due to the increased use of high-stakes testing among states. This factor may produce a drop in desired results at first, before instruction catches up to standards. |
Additional Source Information: State-reported data required under IDEA for 50 States, DC, Puerto Rico, American Samoa, Guam, Virgin Islands, Northern Marianas, BIA (57 entities). Frequency: Annually. Collection Period: 2003 - 2004 Data Available: September 2005 Validated By: No Formal Verification. |
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| Objective 8.3 of 3: States are addressing their needs for professional development consistent with their comprehensive system of personnel development (cspd). |
| Indicator 8.3.1 of 1: Qualified personnel: The number of states and outlying areas where a high percentage of special education teachers are fully certified in the area in which they are teaching. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Progress: The number of States meeting the 90 percent threshold for teachers of children ages 6-21 decreased from 33 in 2002 to 30 in 2003. Explanation: There is a clustering of states around the 90 percent goal in the indicator, which may result in unpredictable changes from year to year. However, evidence of a positive trend is expected to be evident over a multi-year period. The Department is examining the possible effects of the fully qualified personnel provisions in the No Child Left Behind Act on targets for this indicator. Once alignment and NCLB and IDEA is determined, this indicator may be revised. Actual data have been revised to eliminate the effect of rounding percentages upward to the nearest whole number. |
Additional Source Information: State reported data required under IDEA. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: September 2005 Validated By: No Formal Verification. |
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