A report released today shows how states rank by NAEP scores when scores are adjusted based on student demographics, including poverty, race, native language and the
share of students in special education.
He said, «Rethinking policies around seat - time requirements, class size, compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the over
placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»
Making that adjustment, special education services cost roughly $ 17.7 billion in 1977, when federal protection for special education began; spending almost doubled to $ 34.3 billion by 2003 as the number
of students in special education increased by 76 percent.
Other training options include additional training days for advanced Tough Kid strategies and / or training for special audiences (e.g., school leadership, behavior specialists,
teachers of students in special education who are in self - contained classrooms or have EBD diagnoses, etc.).
He said, «Rethinking policies around seat - time requirements, class size, compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the
over-placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»
A report released Monday by the Urban Institute has adjusted the raw scores for each state to account for student demographics, including poverty, race, native language and the
share of students in special education.
South Dakota provides categorical aid for only one other district characteristic, the number
of students in special education.
It is true that there were guidelines initiated by the federal Department of Education under the No Child Left Behind Act in 2002 that no doubt put pressure on the states not to have a disproportionate number
of students in special education and the law actually put limits on the percentage that could be exempted from the required achievement assessments.
Knowledge is power and by sharing information, we can better teach and advocate for
all of the students in special education.
Staten Island may have 24 percent
of its students in special education, 22 percent in Racine, WI, 20 percent in Wahkiakum, WA, but still, it's no cause for concern.