Special Education Report Roundup

Special Education

By Christina A. Samuels — February 24, 2015 1 min read

Schools with a large enough special education population to require reporting on that subgroup’s performance were more likely than those with smaller special education populations to move students from self-contained to general education classrooms, and to offer more professional development and coaching related to the teaching of students with disabilities, a new federal survey has found.

Under the No Child Left Behind law, the current version of the Elementary and Secondary Education Act, only schools with a certain number of students with disabilities are required to report separately on how those students perform on state tests. That subgroup size, determined by each state, ranges from five to 50 students; most states use either 30 or 40 students as the threshold for mandated reporting.

The report by the National Center for Education Evaluation and Regional Assistance, which is part of the federal Institute of Education Sciences, describes the differences between schools that have always had to report on the disability subgroup and schools that have not.

Researchers found, for instance, that the schools deemed “always accountable” were more likely to have a central district program for students with disabilities, to have been identified for school improvement, and to use tiered behavioral- and academic-intervention models, among other features.

A version of this article appeared in the February 25, 2015 edition of Education Week as Special Education

Events

Jobs The EdWeek Top School Jobs Virtual Career Fair
Find teaching jobs and other jobs in K-12 education at the EdWeek Top School Jobs virtual career fair.
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
Curriculum Webinar
How to Power Your Curriculum With Digital Books
Register for this can’t miss session looking at best practices for utilizing digital books to support their curriculum.
Content provided by OverDrive
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
Embracing Student Engagement: The Pathway to Post-Pandemic Learning
As schools emerge from remote learning, educators are understandably worried about content and skills that students would otherwise have learned under normal circumstances. This raises the very real possibility that children will face endless hours
Content provided by Newsela

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 'They Already Feel Like Bad Students.' A Special Educator Reflects on Virtual Teaching
In a year of remote teaching, a high school special ed teacher has seen some of his students struggle and some thrive.
4 min read
Tray Robinson, a special education teacher, sits for a photo at Vasona Lake County Park in Los Gatos, Calif., on April 21, 2021.
Tray Robinson, a special education teacher, says remote learning has provided new ways for some of his students to soar, and has made others want to quit.
Sarahbeth Maney for Education Week
Special Education What the Research Says Gifted Education Comes Up Short for Low-Income and Black Students
Wildly disparate gifted education programs can give a minor boost in reading, but the benefits mainly accrue to wealthy and white students.
8 min read
Silhouette of group of students with data overlay.
iStock/Getty Images Plus
Special Education What the Research Says Most Students With Disabilities Still Attend Remotely. Teachers Say They're Falling Behind
A new survey finds that students with disabilities are struggling in virtual classes, even with added support from teachers.
3 min read
Image shows a young femal student working on a computer from phone, interfacing with an adult female.
Getty
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
Special Education Whitepaper
A Comprehensive Guide to the IEP Process
Download this guide to learn strategies for bringing together all stakeholders to plan an IEP that addresses the whole child; using relia...
Content provided by n2y