Low academic achievement is particularly important to control for because children
only receive special education services if their disabilities are adversely affecting their educational performance.
Not exact matches
As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local
education agency
receiving Title I funds «may use funds
received under this part
only for programs that provide
services to eligible children under subsection (b) identified as having the greatest need for
special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».
At Achievement First Bridgeport Academy,
only 66 % are eligible for free / reduced price lunch, 6 % are English Language Learners,
only 6 % come from homes where English is not the primary language and
only 8 %
receive special education services.
In 1972, Sidney Marland, the U.S. commissioner of
education, issued a report that stated that
only 4 percent of gifted children were
receiving any kind of
special service.
B. 42 % For all
special education preschoolers eligible for Part B services (745,954 children as of 2011, according to a U.S. Department of Education report), approximately 62 % spend some time in a regular education setting, but only 42 % receive special education services in those
education preschoolers eligible for Part B
services (745,954 children as of 2011, according to a U.S. Department of
Education report), approximately 62 % spend some time in a regular education setting, but only 42 % receive special education services in those
Education report), approximately 62 % spend some time in a regular
education setting, but only 42 % receive special education services in those
education setting, but
only 42 %
receive special education services in those
education services in those settings.