Special Report
Special Education

Indiana’s Graduation Rate Is 87 Percent Overall, 69 Percent for Students With Disabilities

May 29, 2015 2 min read
  • Save to favorites
  • Print

Download Education Week‘s Exclusive State Report

The 10th edition of Education Week’s annual Diplomas Count report—Next Steps: Life After Special Education—examines the experiences of students with disabilities as they make the transition from high school to postsecondary education, the workplace, and adult life. Diplomas Count 2015 analyzes state and national data to sketch a portrait of this population, which comprises about 3 million secondary-school-aged students nationwide. The report examines this group’s achievement levels, discipline rates, graduation and completion rates, and postsecondary outcomes.

Indiana is home to 70,053 secondary students with disabilities. The majority of these students (82.7 percent) spend at least 40 percent of the day in regular classrooms alongside peers without disabilities.

BRIC ARCHIVE

Despite a trend toward such “mainstreaming,” secondary students with disabilities fare differently than their peers both nationwide and within states on a wide range of educational indicators.

For example, students with disabilities are more likely to face disciplinary measures. Nationwide, 18 percent of secondary students in special education programs were suspended in 2011-12 school year, compared with 9 percent of students without disabilities, according to U.S. Department of Education Office of Civil Rights data analyzed by the Center for Civil Rights Remedies at the Civil Rights Project at the University of California-Los Angeles. In Indiana, 18.9 percent of students with disabilities were suspended, while this was true for only 9.5 percent of students without disabilities.

From 2006 to 2013, Diplomas Count featured the Education Week Research Center’s comprehensive original analysis of high school completion using a proprietary method for calculating graduation rates known as the Cumulative Promotion Index. For the second year in a row, the federal data used for the center’s original analysis was unavailable.

This year, for the first time, Diplomas Count uses as its primary data source the U.S. Department of Education’s Adjusted Cohort Graduation Rate (ACGR), the method states are required to use for federal accountability purposes.

For the class of 2013, the most recent year available for the federal metric, the nation’s overall graduation rate reached 81 percent, although students with disabilities lagged 19 percentage points behind. In Indiana, 87 percent of the class of 2013 graduated with a diploma. Special education students in the state graduated at a rate of 69 percent, trailing their peers by 18 points.

The Indiana graduation brief contains additional state and national data on graduation trends and student subgroup performance.

Download Graduation Brief (PDF) View more 2015 briefs on states and the nation >

Events

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
Reading & Literacy Webinar
Your Questions on the Science of Reading, Answered
Dive into the Science of Reading with K-12 leaders. Discover strategies, policy insights, and more in our webinar.
Content provided by Otus
Mathematics Live Online Discussion A Seat at the Table: Breaking the Cycle: How Districts are Turning around Dismal Math Scores
Math myth: Students just aren't good at it? Join us & learn how districts are boosting math scores.
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 Achievement Webinar
How To Tackle The Biggest Hurdles To Effective Tutoring
Learn how districts overcome the three biggest challenges to implementing high-impact tutoring with fidelity: time, talent, and funding.
Content provided by Saga Education

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 Inside a School That Doesn’t Single Out Students With Special Needs
Students with disabilities at this school near Seattle rarely have to leave mainstream rooms to receive the services they need.
8 min read
During recess at Ruby Bridges Elementary School in Woodinville, Wash., students have cards with objects and words on them so that verbal and nonverbal students can communicate. Pictured here on April 2, 2024.
During recess at Ruby Bridges Elementary School in Woodinville, Wash., students have access to cards with objects and words on them so that verbal and nonverbal students can communicate. Pictured here, a student who has been taught how to lead and use commands with a campus service dog does so under the supervision of a staff member on April 2, 2024.
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