| CFDA Numbers: |
84.027 - Special Education_Grants to States 84.173 - Special Education_Preschool Grants |
| Goal 8: To improve results for children with disabilities by assisting state and local educational agencies to provide children with disabilities access to high-quality education that will help them meet challenging standards and prepare them for employment and independent living. |
| Objective 8.1 of 5: All preschool children with disabilities receive services that prepare them to enter school ready to learn. |
| Indicator 8.1.1 of 1: Inclusive settings : The percentage of preschool children with disabilities who are receiving special education and related services in inclusive settings (e.g., regular kindergarten, public preschool programs, Head Start, or child care facilities) will increase. | ||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: New state data collections typically take up to five years to achieve reliability. Because there is a one-year lag in the availability of this data after collection, the data that became available in 2002 is for 2000-2001 |
Additional Source Information: IDEA State-reported data Frequency: Annually. Collection Period: 2001 - 2002 Data Available: September 2003 Validated By: Federal Statistical Agencies. |
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| Objective 8.2 of 5: ALL CHILDREN WHO WOULD TYPICALLY BE IDENTIFIED AS BEING ELIGIBLE FOR SPECIAL EDUCATION AT AGE 8 OR OLDER AND WHO ARE EXPERIENCING EARLY READING OR BEHAVIORAL DIFFICULTIES RECEIVE APPROPRIATE SERVICES EARLIER TO AVOID FALLING BEHIND THEIR PEERS. |
| Indicator 8.2.1 of 1: Earlier identification and intervention: The percentage of children served under IDEA ages 6 or 7, compared to ages 6 to 21, will increase. | ||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: This indicator is under review by the Department. Therefore no actual data or are shown after 1999-or 2000. |
Additional Source Information: IDEA state reported data Validated By: Federal Statistical Agencies. |
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| Objective 8.3 of 5: ALL CHILDREN WITH DISABILITIES HAVE ACCESS TO THE GENERAL CURRICULUM AND ASSESSMENTS, WITH APPROPRIATE ACCOMMODATIONS, SUPPORTS, AND SERVICES, CONSISTENT WITH HIGH STANDARDS. |
| Indicator 8.3.1 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 will increase. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: The percentage of children served in regular education classrooms at least 80 percent of the day decreased from 47.3 percent in 2000 to 46.5 percent in 2001. Because there is a one-year lag in the availability of this data after collection, the data that became available in 2002 is for 2000-2001. |
Additional Source Information: Sate-reported data required under IDEA. Frequency: Annually. Collection Period: 2001 - 2002 Data Available: September 2003 Validated By: Federal Statistical Agencies. Limitations: The Department is taking steps to reduce the amount of time for collecting and reporting data. |
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| Indicator 8.3.2 of 2: Performance on National Assessment of Educational Progress (NAEP): The percentage of students with disabilities who meet or exceed basic levels in reading, math, and science in the NAEP will increase. The number of students with disabilities who do not meet basic standards will decrease. The percentage of students who are excluded from the NAEP because of their disabilities will decrease. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: Data for this indicator are based on NAEP reading, math and science score. Since each NAEP subject test is administered in a different year, data reported in this indicator will vary. For Math and Science the percentage excluded from NAEP includes public and private school students. For Reading the percentage includes only public school students. The percentage reported for 8th grade Math who met or exceeded basic levels has been corrected to 26.8 percent based on an error in reporting last year's data. |
Additional Source Information: Analysis of data from National Assessment of Educational Progress (NAEP). Frequency: Other. Data Available: January 2003 Analysis of data from National Assessment of Educational Progress (NAEP). Limitations: Data on children with disabilities who meet or exceed basic standards are based on very small sample sizes, and, therefore, have a low level of reliability. |
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| Objective 8.4 of 5: SECONDARY SCHOOL STUDENTS WITH DISABILITIES RECEIVE THE SUPPORT THEY NEED TO COMPLETE HIGH SCHOOL PREPARED FOR POSTSECONDARY EDUCATION OR EMPLOYMENT. |
| Indicator 8.4.1 of 1: Graduation: The percentage of children with disabilities exiting school with a regular high school diploma will increase, and the percentage who drop out will decrease. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: Because there is a one-year lag in the availability of this data after collection, the data that became available in 2002 is for 2000-2001. From 2000 to 2001, the percentage of children with disabilities who graduated with a high school diploma increased from 56.2 percent to 57 percent, while the percentage who dropped out remained at 29.4 percent. |
Additional Source Information: State reported data required under IDEA. Frequency: Annually. Collection Period: 2001 - 2002 Data Available: September 2003 Validated By: Federal Statistical Agencies. Limitations: Supplemental descriptive information will be provided by the National Longitudinal Study II. |
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| Objective 8.5 of 5: STATES ARE ADDRESSING THEIR NEEDS FOR PROFESSIONAL DEVELOPMENT CONSISTENT WITH THEIR COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT (CSPD). |
| Indicator 8.5.1 of 1: Qualified personnel: The number of states and outlying areas where at least 90 percent of special education teachers are fully certified in the area in which they are teaching will increase. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Status: Unable to judge
Explanation: Because there is a one-year lag in the availability of this data after collection, the data that became available in 2002 is for 2000-2001. 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 5- to 7- year period. Note: Data for actual performance for 1996-2000 have been revised to eliminate effects of rounding. This has resulted in lower results than previously reported. |
Additional Source Information: IDEA state reported data Frequency: Annually. Collection Period: 2001 - 2002 Data Available: September 2003 Validated By: Federal Statistical Agencies. Limitations: The Department is taking steps to reduce the amount of time for collecting and reporting. |
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