Special Education

Calif. Settles Suit Over Special Ed. Mandates

By Lisa Fine — November 01, 2000 3 min read
  • Save to favorites
  • Print

The state of California has agreed to pay more than half a billion dollars to school districts that claimed they were not given adequate funds over the past two decades to cover the costs of state-required special education programs.

Under a landmark settlement reached late last week, which ends a 20-year-old legal battle, districts with special education programs will get $520 million in retroactive payments. Worked out in months of negotiations between the administration of Gov. Gray Davis and the California School Boards Association, the agreement calls for doling out the money over 11 years, with $270 million paid in the current school year, followed by 10 annual payments of $25 million.

“We think it’s a good thing that this long problem is behind us,” said Sandy Harrison, a spokesman for the state finance department. “Now we can focus on the things that matter, like how to improve education.”

In announcing the settlement, Gov. Davis, a Democrat, said he would seek to increase funding to districts by another $100 million a year, a 3.5 percent increase in the per-pupil amount for special education. That money, state officials said, could be used for any needs identified for students with disabilities, including the purchase of specialized books, materials, and equipment; reductions in special education class sizes; and the hiring of instructional aides. The legislature would have to approve the funding as well as the payouts to districts provided under the settlement.

A Long Battle

Since 1980, California has required special education services that go beyond federal mandates. Local school officials have complained that they had to use money from their general budgets to cover the state’s requirements, diverting funds from broader purposes such as reducing class sizes.

The Riverside County school system filed the first claim against the state in 1981. Other districts joined the lawsuit over the years. The districts were seeking up to $2 billion in past reimbursements and $160 million annual increases in funding in the future. The state had contended that its required programs were properly financed, according to information released by the governor’s office.

“This settlement affords school districts the opportunity to focus on what is really important—educating California’s children, rather than spending time and resources locating documents and receipts for the past 20 years,” Gov. Davis said in a statement.

Of the state’s 5.9 million students, 650,000 are classified as needing special education, Mr. Harrison said.

A lawyer for the California School Boards Association said that the settlement averted what could have turned into far greater costs for the state.

The issue heated up in June, when the Commission on State Mandates, which determines whether state requirements are adequately funded by the state, told districts how to file special education claims, citing areas in which they could claim money.

Soon after that, the state controller issued directions for how districts should process the claims. The deadline for filing claims would have been Dec. 5, said Richard Hamilton, the associate general counsel for the state school boards’ association.

Mr. Hamilton said that deadline was probably a factor in the settlement’s timing, along with such other considerations as the strong California economy and the risk to the state of proceeding to trial. “It was ripe for resolution,” he said. “It’s a great day for school districts and youngsters with special education needs.”

California educators said last week it was too soon to gauge the settlement’s impact on schools.

Events

School Climate & Safety K-12 Essentials Forum Strengthen Students’ Connections to School
Join this free event to learn how schools are creating the space for students to form strong bonds with each other and trusted adults.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Reframing Behavior: Neuroscience-Based Practices for Positive Support
Reframing Behavior helps teachers see the “why” of behavior through a neuroscience lens and provides practices that fit into a school day.
Content provided by Crisis Prevention Institute
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Mathematics Webinar
Math for All: Strategies for Inclusive Instruction and Student Success
Looking for ways to make math matter for all your students? Gain strategies that help them make the connection as well as the grade.
Content provided by NMSI

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Download DOWNLOADABLE: Does Your School Use These 10 Dimensions of Student Belonging?
These principles are designed to help schools move from inclusion of students with disabilities in classrooms to true belonging.
1 min read
Image of a group of students meeting with their teacher. One student is giving the teacher a high-five.
Laura Baker/Education Week via Canva
Special Education 5 Tips to Help Students With Disabilities Feel Like They Belong
An expert on fostering a sense of belonging in schools for students with disabilities offers advice on getting started.
4 min read
At Ruby Bridges Elementary School in Woodinville, Wash., special education students are fully a part of the general education classrooms. What that looks like in practice is students together in the same space but learning separately – some students are with the teacher, some with aides, and some are on their own with a tablet. Pictured here on April 2, 2024.
A student works with a staff member at Ruby Bridges Elementary School in Woodinville, Wash. on April 2, 2024. Special education students at the school are fully a part of general education classrooms.
Meron Menghistab for Education Week
Special Education What the Research Says One Group of Teachers Is Less Likely to Identify Black Students for Special Ed. Why That Matters
Researchers say their findings argue for diversifying the teacher workforce.
4 min read
Full length side view of Black female instructor in mid 40s with hand on shoulder of a Black elementary boy as they stand in corridor and talk.
E+/Getty
Special Education Video Inside an Inclusive Classroom: How Two Teachers Work Together
This model for inclusive education benefits students of all abilities, and the teachers instructing them.
1 min read