National Center for Special Education Research (NCSER) Home Page, a part of the U.S. Department of Education

The National Center for Special Education Research (NCSER), sponsors a comprehensive program of special education research designed to expand the knowledge and understanding of infants, toddlers and children with disabilities.

New National Study on Alternate Assessment reports (Aug 5)
The National Center for Special Education Research released two reports from the National Study on Alternate Assessments (NSAA) entitled: NSAA: State Profiles on Alternate Assessments based on Alternate Achievement Standards(NSAA: State Profiles) and NSAA: National Profile on Alternate Assessments based on Alternate Achievement Standards (NSAA: National Profiles). » more info

New NCSER Publication: Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation (Jul 29)
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. » more info

NCSER Announces FY 2009 Grant Awards (Jul 2)
The National Center for Special Education Research within the Institute of Education Sciences recently made 16 awards for the following FY 2009 programs: 14 in the Special Education Research Grants Program (CFDA 84.324A, Session 2); and 2 in the Postdoctral Research Training Program in Special Education (CFDA 84.324B). » more info

Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School (Jun 2)
NCSER has released the report, "Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School." The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. » more info

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...to address the full range of issues facing children with disbilities, parents of children with disabilities...

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NCSER Grantee Publication in Journal of Learning Disabilities
Paul Morgan, George Farkas, and Qiong Wu have published "Five-Year Growth Trajectories of Kindergarten Children With Learning Difficulties in Mathematics" in the July/August 2009 edition of the Journal of Learning Disabilities. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, the researchers estimated the extent to which the timing and persistence of mathematics difficulties in kindergarten predicted children's first through fifth grade math growth trajectories. The results indicate that repeated learning difficulties in mathematics by the end of kindergarten robustly and reliably predicted children's mathematics growth over their subsequent five years of schooling. The study highlights the importance of systematic monitoring of kindergarten children's mathematics skills acquisition and the need for early intervention to prevent students from struggling in mathematics throughout elementary school.

For the JLD abstract, click here: http://ldx.sagepub.com/cgi/content/abstract/42/4/306

For the IES project abstract, click here: http://ies.ed.gov/funding/grantsearch/details.asp?ID=546

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