Archive for the 'Our Kids Count' Category

State-by-state Graduation Rates for Students with Disabilities :: 2021-2022

Thursday, May 9th, 2024

All states are required to report annually to the U.S. Dept. of Education (ED) the “4-Year Adjusted Cohort Graduation Rate (ACGR)” for all students and separately for many student subgroups, including students with disabilities.

The ACGR was put into place in 2008 via Federal regulations to help bring uniformity to the way states calculate the high school graduation rate. Reporting began with the 2010-2011 school year. The ACGR was subsequently included in the Every Student Succeeds Act (ESSA) passed in 2015. It was also the subject of non-regulatory guidance released by ED in January 2017.

States are to report only those students who graduated with a “regular high school diploma” in four (or fewer) years. ESSA defines a “regular high school diploma” as the “standard high school diploma awarded to the preponderance of students in a State that is fully aligned with the State’s standards.”

The table below provides the GAP between all students and students with disabilities (IDEA-eligible) in 2021-2022 by state. Keep in mind that the GAP would be larger if it were possible to compare students with disabilities to those without disabilities. Also note that there are some differences in how states calculate the ACGR. This is particularly applicable to the population of children with disabilities. For example, states determine who is included in a variety of ways, e.g., the student started the cohort with an IEP, exited the cohort with an IEP, etc. (The source for these data is available here.)

The table below shows the performance of students with disabilities over the twelve (12) years since ACGR reporting began in 2010-2011. Each state must set an annual ACGR goal for all students and student groups as part of their ESSA state plan and report that data in its annual state report card. (Learn more about ESSA here.)


See also:
State-by-state Graduation Rates for Students with Disabilities:
2019-2020, 2018-2019, 2017-2018, 2016-2017,2015-2016
Building a Grad Nation 2023

Number of School Age IDEA-eligible Students Increases 3 Percent in 2022

Tuesday, February 27th, 2024

February 28, 2024

The U.S. Dept. of Education has released new data on students with disabilities (eligible under the Individuals with Disabilities Education Act or IDEA). Section 618 of the IDEA requires that each state annually submit data about the infants and toddlers, birth through age 2, who receive early intervention services under Part C of IDEA, and children with disabilities, ages 3 through 21, who receive special education and related services under Part B of IDEA.

The new data show the number of IDEA-eligible children in 2022 increased significantly from 2021, which also showed a 2% increase. There was a slight decline in 2020.

Students ages 3-21 increased by 3.8% (an additional 277,629 students over 2021, totaling 7,630,445) which breaks down as follows:

  • students ages 3-5 (not in kindergarten) increased by 13.6% (additional 64,015 students, totaling 535,392)
  • school age students (ages 5 in kindergarten to 21) increased by 3%, topping 7 million for the first time (additional 213,614 students, totaling 7,095,053).

PERCENT OF ENROLLMENT

The percent of public school enrollment served under IDEA varies significantly by state as the table below shows. While the national rate is 15.2%, state rates range from a high of 21.1% in Pennsylvania to a low of 11.7% in Hawaii. Data source is available here.


The number of IDEA-eligible students ages 3-21 as a percent of public school enrollment has increased steadily over the past 5 years, going from 14.1% in 2019 to 15.2% in 2023.

CHANGES BY STATE

Changes from 2021 in state-level rates of school age students range from a high of 13.7 percent in Louisiana to a low of just .6 percent in Missouri and West Virginia.

DISTRIBUTION BY RACE AND ETHNICITY

The representation by race and ethnicity of students with disabilities ages 5-21 compared to total school enrollment shows significant under-representation of Asian students, significant over-representation of Black/African American students and slight over-representation of Hispanic/Latino students.

CHANGES IN DISABILITY CATEGORIES

The distribution across disability categories of School Age Students (ages 5 (in kindergarten) to 21) with disabilities in 2022 showed an increase in the Autism category while other categories remain unchanged. Autism now accounts for nearly 13% of school age students with disabilities, up from 10% just 5 years ago.

2021 – 2022 changes by disability categories (see table below) show a significant increase in Autism and Developmental delay.

NUMBER OF YOUNG CHILDREN (ages birth through age 2) ALSO SHOWS LARGE INCREASE

The number of children served under IDEA Part C (birth through age 2) also increased in 2022, to 441,515, an increase of 8.7% over 2021.

The race/ethnicity of children served under IDEA Part C is White 48.2%, Hispanic/Latino 28.8%, Black/African American 13.0%, Asian 4.2%, Two or more races 4.9%, American Indian/Alaska Native .62% and Native Hawaiian/Pacific Islander .29%.

The percent of state population served by IDEA Part C varies across states from a high of 11.2% in New Mexico to a low of 1.18% in Arkansas. Nationwide rate is 4.01%.

The section 618 data collection provides data on the following

· School Year 2021-22 Part B Assessment
· School Year 2022-23 Part B Child Count and Educational Environments
· School Year 2021-22 Part B Discipline
· School Year 2021-22 Part B Dispute Resolution
· School Year 2021-22 Part B Exiting
. School Year 2021-22 Maintenance of Effort Reduction and Coordinated Early Intervening Services
· School Year 2021-22 Part B Personnel
· School Year 2022-23 Part C Child Count and Settings
· School Year 2021-22 Part C Dispute Resolution
· School Year 2021-22 Part C Exiting

How the States Stack Up: 2023 IDEA State Determinations

Tuesday, June 27th, 2023

JUNE 27, 2023: The U.S. Dept. of Education (ED) Office of Special Education Programs (OSEP) has released the annual IDEA state determinations for 2023.

The Individuals with Disabilities Education Act (IDEA) requires ED to annually assign every state a “rating” on its implementation of IDEA, based on the state’s performance on its State Performance Plan (SPP). The 2023 determinations are based on performance for fiscal year 2021. Each state is assigned one of the following ratings:
– Meets requirements and purposes of the IDEA Part B
– Needs assistance in implementing the requirements of IDEA Part B
– Needs intervention in implementing the requirements of IDEA Part B
– Needs substantial intervention in implementing the requirements of IDEA Part B

The OSEP Fact Sheet on 2023 determinations is here. How OSEP made the 2023 determinations is explained here.

The map below shows the 2023 determination for each state.

2023 Ratings by state

Changes from 2022 Determinations

  • Rating improved for 6 states: AL, AR, ID, OH, RI, WA
  • Rating dropped for 6 states: GA, ME, OK, OR, NH, VA, as well as the Bureau of Indian Education (not shown on map) and the Federated States of Micronesia
  • Just 6 states have received a Meets Requirements rating each of the past 10 years (2014-2023): KS, MA, MN, MO, PA, WI.

    Get ratings by state for 2014 to 2023 here. (PDF, 1 pg)

Beginning in 2014, OSEP began using the “Results-Driven Accountability” (RDA) Matrix to arrive at state determinations. Our critique of the current RDA process is examined in depth in this report, “Results Driven Accountability Needs Substantial Intervention.” We discuss in detail what’s working and not working after several years of RDA-based state determinations.

Under the current RDA determinations matrix, it is mathematically impossible for all states to achieve a “meets requirements” rating given the heavy use of scoring based on rank-ordering of States. Consequently, as the chart below shows, the number of states earning a “Meets Requirements” rating has changed little under RDA.

Determinations by category 2007-2023

Annual Performance Report documents for states and territories are available on this page. The Results Matrix is found toward the end of the WORD document titled 2023 SPP/APR Submission – Part B.

See also:
How the States Stack Up: 2022 IDEA State Determinations
How the States Stack Up: 2021 IDEA Determinations
How the States Stack Up: 2020 IDEA Determinations
Little Improvement in States’ Implementation of IDEA Part B in 2017

Comment on Your State’s Application for IDEA Part B Federal Funds for FFY 2023

Friday, March 24th, 2023

States are required to submit an annual application for Federal funds to the U.S. Dept. of Education (ED) in order to be eligible to receive their IDEA Part B Federal funds.

States must make their FFY 2023 IDEA Part B applications for Federal funds available to the public at least 60 days prior to submission to ED’s Office of Special Education Programs (due by May 24, 2023), accept public comment for at least 30 days, review and consider all public comments and make any necessary modifications to the application or policies and procedures, as appropriate. This means applications should be posted to SEA websites by March 24, 2023.

Through these applications, states must make a number of “assurances” regarding compliance with IDEA including assuring FAPE is available to all identified students, services are provided in the least restrictive environment (LRE) to the maximum extent practicable, identifying significant disproportionality and many more! States must also provide information on their maintenance of state financial support as well as a list of state special education rule, regulation, or policy that are State-imposed requirement and not required by Part B of the Act and Federal regulations.

More information about the annual application is available in the following documents:

Find your state’s application by visiting your state’s dept. of education special education section.

Below are some documents that can assist in compiling comments to your state application:

2022 State Performance Plan/Annual Performance Report (SPP/APR). Download your state’s latest Part B SPP/APR here. Examine the performance of your state on key indicators such as graduation rate, drop-out rate, performance on annual state assessments. Question low performance on these indicators and if performance equates to FAPE as required by Assurances 1 and 2.

SPP/APR Targets.
Our series of Special Reports can be used to determine the rigor that your state’s targets on key performance indicators. Question targets that seek to achieve little if any improvement.

Annual Determinations.
Check the rating that your state has received over the past years as determined by the annual determination made by the Office of Special Education Programs. The latest determinations are available in this blog. Ratings for 2014 through 2022 are available here. The Results Matrix (a PDF appended to the end of your state’s SPP/APR) provides details on how the rating was determined.

Dispute Resolution Data.
Encourage your state to use dispute resolution data as suggested in this document:
Five Ways to Effectively Use Dispute Resolution Data in State General Supervision Systems to Improve Implementation of IDEA and to make state complaint reports available to the public if they do not currently do so.

New Data: Number of IDEA eligible Students Increased by 2% in 2021

Tuesday, March 21st, 2023

March 21, 2023. The U.S. Dept. of Education has released new data on students with disabilities (eligible under the Individuals with Disabilities Education Act or IDEA). Section 618 of the Individuals with Disabilities Education Act (IDEA) requires that each state annually submit data about the infants and toddlers, birth through age 2, who receive early intervention services under Part C of IDEA, and children with disabilities, ages 3 through 21, who receive special education and related services under Part B of IDEA.

The new data shows the number of IDEA-eligible children in 2021 increased significantly from 2020. Students ages 3-21 increased by 1.9%; school age students (ages 5-21) increased by 2.5% following a slight decline in 2020.

The percent of the population served under IDEA continues to vary significantly across states, ranging from a high of 12.95% in Maine to a low of 6.22% in Hawaii with a nationwide rate of 9.48%.

CHANGES IN DISABILITY CATEGORIES

The distribution across disability categories of School Age Students (ages 5-21) with Disabilities in 2021 showed an increase in the Autism category while other categories such as Specific learning disabilities and Emotional disturbance continue to decline. Autism now accounts for a full 12% of school age students with disabilities, up from 10% just 5 years ago.

NUMBER OF YOUNG CHILDREN RETURNS TO 2019 LEVEL

The number of children served under IDEA Part C also increased in 2021, after a significant decline in 2020. Part C served 407,807 children in 2021 compared to 363,387 in 2020. Equally important, the percent of the population served grew from 3.2% to 3.7%, returning to 2019 level.

The percent of population served under Part C varies by state ranging from 9.95% in Massachusetts to 1.14% in Arkansas.

The section 618 data collection provides data on the following

· School Year 2020-21 Part B Assessment
· School Year 2021-22 Part B Child Count and Educational Environments
· School Year 2020-21 Part B Discipline
· School Year 2020-21 Part B Dispute Resolution
· School Year 2020-21 Part B Exiting
– School Year 2020-21 Maintenance of Effort Reduction and Coordinated Early Intervening Services
· School Year 2020-21 Part B Personnel
· School Year 2021-22 Part C Child Count and Settings
· School Year 2020-21 Part C Dispute Resolution
· School Year 2020-21 Part C Exiting

State-by-State Graduation Rates for Students with Disabilities:: 2019-2020

Tuesday, January 10th, 2023

States are required to report annually to the U.S. Dept. of Education (ED) the “4-Year Adjusted Cohort Graduation Rate (ACGR)” for all students and separately for many student subgroups, including students with disabilities. The 4-Year ACGR for the 2019-2020 school year was released on December 19, 2022.

ABOUT THE ACGR: The ACGR was put into place in 2008 via Federal regulations to help bring uniformity to the way states calculate the high school graduation rate. Reporting began with the 2010-2011 school year. The ACGR was subsequently included in the Every Student Succeeds Act (ESSA) passed in 2015. It was also the subject of non-regulatory guidance released by ED in January 2017.

States are to report only those students who graduated with a “regular high school diploma” in four (or fewer) years. ESSA defines a “regular high school diploma” as the “standard high school diploma awarded to the preponderance of students in a State that is fully aligned with the State’s standards.”

The table below provides the GAP between all students and students with disabilities in 2019-20 by state. (Keep in mind that the GAP would be larger if it were possible to compare students with disabilities to those without disabilities.)
Download the chart (PDF)

ACGR Gap students with disabilities vs. all students 2019-20


The chart below shows the performance of students with disabilities over the ten years since ACGR reporting began. Download the chart (PDF)

ACGR for students with disabilities 2010-11-2019-20

See also:

State-by-state Graduation Rates for Students with Disabilities:
2018-2019
2017-2018
2016-2017
2015-2016

How the States Stack Up: 2022 IDEA State Determinations

Tuesday, June 28th, 2022

JUNE 28, 2022: The U.S. Dept. of Education (ED) Office of Special Education Programs (OSEP) has released the annual IDEA state determinations for 2022. The Individuals with Disabilities Education Act (IDEA) requires ED to annually assign every state a “rating” on its implementation of IDEA, based on the state’s performance on its State Performance Plan (SPP). The 2022 determinations are based on performance for fiscal year 2020. Each state is assigned one of the following ratings:
– Meets requirements and purposes of the IDEA Part B
– Needs assistance in implementing the requirements of IDEA Part B
– Needs intervention in implementing the requirements of IDEA Part B
– Needs substantial intervention in implementing the requirements of IDEA Part B

The OSEP Fact Sheet on 2022 determinations is here.

The map below shows the 2022 determination for each state.

Beginning in 2014 OSEP began using the “Results-Driven Accountability” (RDA) Matrix to arrive at state determinations. We have spent a great deal of time examining RDA. Our critique of the current RDA process is examined in depth in this report, “Results Driven Accountability Needs Substantial Intervention.” We discuss in detail what’s working and not working after several years of RDA-based state determinations. As the chart below shows, the number of states earning a “Meets Requirements” rating has not improved under RDA. Get ratings by state for 2014 to 2022 here. (PDF, 1 pg)


Here is how to locate information for your state’s 2022 determination:
– Go to this page
– Locate your state’s 2022 SPP/APR Submission Part B and State Determination Letters PART B
– Click and download the MS WORD document of the 2022SPP/APR Submission PART B
– Go to the end of the MS WORD document and click on the PDF icon that says “results matrix -2022b.” This document – titled “2022 Part B Results-Driven Accountability Matrix” – provides the scoring for each element of the matrix used to determine the state’s rating.

UP AHEAD: Six Years of Low Expectations for Students with Disabilities

Wednesday, April 27th, 2022

Over the past few months states have been busy formulating new annual targets for their state performance plans (SPP) for FFY 2020-2025. The new 6 year targets were to be submitted to the Office of Special Education Programs (OSEP) at the U.S. Dept. of Education along with states’ SPP Annual Performance Report (APR) on February 1, 2022.

These new targets were to be developed with stakeholder involvement, as this OSEP memo points out. SPP targets are used to annually review states’ performance on the implementation of the Individuals with Disabilities Education Act (IDEA). And, in turn, states use the targets to evaluate IDEA implementation of local school districts. The SPP/APR submissions are currently under review at OSEP – including the new targets for FFY 2020-2025.

Here’s the problem …

Based on information shared with stakeholders in several states (see AR, CO, FL, KY, MD, SD) the data being used to set 6 years of expectations on the participation and performance of students with disabilities on state assessments (known as SPP Indicator 3) are data from the state assessments conducted in the 2020-2021 school year.

This is a BIG problem since the participation and performance of students with disabilities in 2020-2021 was heavily impacted by continued school closures, remote instruction, high absenteeism as well as lack of implementation of students’ Individualized Education Programs (IEPs) and a shortage of qualified special education and related services personnel.

So … using data from 2020-2021 to set targets on participation and performance for the next 6 years ensures low expectations. Essentially, the learning loss of students with disabilities will be baked into performance targets for 6 years!

As the U.S. Dept. of Education’s Office for Civil Rights reported in Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, “[f]or many elementary and secondary school students with disabilities, COVID-19 has significantly disrupted the education and related aids and services needed to support their academic progress and prevent regression. And there are signs that those disruptions may be exacerbating longstanding disability-based disparities in academic achievement.”

Now, setting 6 years of annual targets for performance on state assessments in math and reading based on 2020-2021 results will exacerbate the disparate impact of COVID-19.

According to this article from the Region 15 Comprehensive Center (funded by the U.S. Dept. of Ed):

“While 2021 assessment data can still be a helpful barometer of how well educators and schools supported students’ grade-level learning, it is not appropriate to use these data alone to make inferences about student success or school quality, particularly if such inferences are attached to significant decisions or consequences. To avoid drawing incorrect conclusions from assessment data about student success or school quality, policymakers and education leaders should consider lowering or removing any high stakes attached to 2021 assessment results.”

This Education Week article on results of 2021 testing points out “even though educators are hungry for insight, assessment experts are urging caution. This year, more than any in recent memory, calls for extreme care and restraint when analyzing statewide test scores, drawing conclusions, and taking action, they say.”

And, as this NCIEA article points out, efforts should be made to “minimize the long-term influence of ‘fragile indicators’ such as proficiency rates when forced to use the imperfect assessment data from 2020-2021.”

Allowing states to set SPP targets using 2020-2021 state assessment data is sure to maximize the impact of COVID-19 on students with disabilities for years to come. Buckle up.

Comment on Your State’s Application for IDEA Part B Federal Funds for FFY 2022

Friday, March 25th, 2022

States are required to submit an annual application for Federal funds to the U.S. Dept. of Education (ED) in order to be eligible to receive their IDEA Part B Federal funds.

States must make their FFY 2022 IDEA Part B applications for Federal funds available to the public at least 60 days prior to submission to ED’s Office of Special Education Programs (due by May 27, 2022 ), accept public comment for at least 30 days, review and consider all public comments and make any necessary modifications to the application or policies and procedures, as appropriate. This means applications should be posted to SEA websites by March 28, 2022.

Through these applications, states must make a number of “assurances” regarding compliance with IDEA including assuring FAPE is available to all identified students, services are provided in the least restrictive environment (LRE) to the maximum extent practicable, identifying significant disproportionality and many more! States must also provide information on their maintenance of state financial support. 

Direct links to states’ applications are provided below.

More information about the annual application is available in the following documents:

STATE APPLICATIONS FOR REVIEW AND COMMENT:

AL: https://www.alabamaachieves.org/wp-content/uploads/2022/03/SPECED_2022321_Proposed-AL-FY2023-IDEA-Part-B-Grant-Application_V1.0.pdf

AK: https://education.alaska.gov/sped

AR: https://dese.ade.arkansas.gov/Offices/special-education/policy-regulations/state-part-b-application

AZ: https://www.azed.gov/specialeducation/public-notice-info-public-notice-comment-and-hearing-period-ffy-2022-idea-part-b

CA: https://www.cde.ca.gov/sp/se/as/fndapp22.asp

CO: https://www.cde.state.co.us/cdesped

CT:  http://ct.mypublicnotices.com/PublicNotice.asp?Page=PublicNotice&AdId=5282271

DC: https://osse.dc.gov/release/ffy-22-draft-state-grant-application-under-part-b-idea-open-public-comment

DE: https://www.doe.k12.de.us/Page/2383

FL: http://www.fldoe.org/academics/exceptional-student-edu/

GA: https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=938

HI: https://www.hawaiipublicschools.org/TeachingAndLearning/SpecializedPrograms/SpecialEducation/Pages/home.aspx

IA: https://educateiowa.gov/pk-12/special-education/special-education-public-reporting#IDEA_Part_B_and_Part_C_Annual_State_Applications

ID: https://www.sde.idaho.gov/sped/

IL: https://www.isbe.net/Pages/IDEA-Part-B-Annual-State-Application.aspx

IN: https://www.in.gov/doe/students/special-education/

KS: https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education-and-Title-Services/Announcements-Special-Education-and-Title-Services

KY: https://education.ky.gov/specialed/excep/IDEA/Pages/Kentucky-IDEA-State-Application.aspx

LA: https://www.louisianabelieves.com/students-with-disabilities/special-education-funding

MA: https://www.doe.mass.edu/sped/osep/idea-partb.html

ME: https://www.maine.gov/doe/doe/learning/specialed/fiscal/ideapublic

MD: https://www.marylandpublicschools.org/programs/Pages/Special-Education/IDEA.aspx

MI: https://www.michigan.gov/mde/0,4615,7-140-6598-521556–,00.html

MN: https://education.mn.gov/MDE/dse/sped/fed/index.htm

MO: https://dese.mo.gov/special-education/news-and-updates

MS: https://www.mdek12.org/OSE/IP

MT: https://opi.mt.gov/Educators/School-Climate-Student-Wellness/Special-Education/IDEA-Fiscal

NC: https://ec.ncpublicschools.gov/

ND: https://www.nd.gov/dpi/education-programs/special-education (under Compliance Data and Reports)

NE: https://www.education.ne.gov/sped/

NH: https://www.education.nh.gov/who-we-are/division-of-learner-support/bureau-of-student-support/special-education/forms-guidance-documents-handbooks-reports

NJ: https://www.nj.gov/education/specialed/idea/partb/

NM: https://webnew.ped.state.nm.us/bureaus/special-education/public-notices-state-performance/

NV: https://doe.nv.gov/Inclusive_Education/

NY: http://www.nysed.gov/special-education/annual-state-application-under-part-b-individuals-disabilities-education-act-idea

OH: http://education.ohio.gov/Topics/Special-Education/Special-Education-Data-and-Funding/Special-Education-Part-B-Allocations

OK: https://sde.ok.gov/special-education

OR: https://www.oregon.gov/ode/rules-and-policies/Pages/IDEA-Part-B.aspx

PA: https://www.education.pa.gov/K-12/Special%20Education/IDEA/Pages/default.aspx

RI: https://www.ride.ri.gov/StudentsFamilies/SpecialEducation/SpecialEducationRegulations.aspx#32091104-annual-state-application-under-part-b-of-the-idea-2004-for-federal-fy2021

SC: https://ed.sc.gov/districts-schools/special-education-services/fiscal-and-grants-management-fgm/

SD:  https://doe.sd.gov/sped/ 

TX: https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/annual-state-application-under-idea-part-b-and-idea-eligibility-documentation

UT: https://www.schools.utah.gov/specialeducation

VA: https://www.doe.virginia.gov/special_ed/grants_funding/idea_part-b/va_application_idea_part-b.shtml

VT: https://education.vermont.gov/student-support/vermont-special-education/recent-guidance-news-and-events

WA: https://www.k12.wa.us/student-success/special-education/laws-and-procedures/rulemaking-and-public-comment

WV: https://wvde.us/special-education/finance/annual-state-idea-funding-application/

WY: https://edu.wyoming.gov/downloads/communications/memos/2022/2022-031-Public-Comment-2022-23-Application-for-Part-B-Federal-Special-Education-Funds-PDF.pdf

New Data: Number of IDEA eligible Students Ages 3-21 in 2020 Shows Little Change From 2019. Number of Infants and Toddlers Drops Significantly.

Tuesday, March 8th, 2022

The U.S. Dept. of Education has released new data on students with disabilities (eligible under the Individuals with Disabilities Education Act or IDEA). Section 618 of the Individuals with Disabilities Education Act (IDEA) requires that each state annually submit data about the infants and toddlers, birth through age 2, who receive early intervention services under Part C of IDEA, and children with disabilities, ages 3 through 21, who receive special education and related services under Part B of IDEA.

The new data – the first since start of the COVID-19 pandemic – shows the number of eligible children in 2020 remained essentially the same as in 2019, ending a steady stream of significant increases over prior years.

Because of a change in the way schools are to report children with disabilities who are 5 years old, the number of students in the 3-5 age range has declined and the number of “school age students” (formerly students ages 6-21) has increased. Beginning in 2020, schools were required to report 5 year olds in kindergarten as School Age Students with Disabilities. The chart below shows the impact of this change.

The percent of the population served continues to vary significantly across states, ranging from a high of 12.98% in Maine to a low of 6.56% in Hawaii

CHANGES IN DISABILITY CATEGORIES

The distribution across disability categories of School Age Students with Disabilities in 2020 remained largely unchanged, with a slight increase in the number of children in the Developmental Delay category which is frequently assigned to students in the early grades. The Autism category continues to grow while other categories such as Specific learning disabilities and Speech/language impairments continue to decline.

NUMBER OF YOUNG CHILDREN DECLINES SIGNIFICANTLY

While the 3-21 group was unchanged, the number of children served under IDEA Part C saw a significant decline. The number of children (birth through age 2) declined by 63,847 or 15% from 2019 and the percent of population served fell from 3.7% to 3.2%. This decline is quite troubling and could reflect the impact of the COVID-19 pandemic on very young children including such things as foregoing regular check-ups which could recognize developmental delays.

The percent of the zero to 3 population receiving early intervention services under IDEA Part C varies significantly across states, ranging from a high of 10.45% in Massachusetts to a low of .82% in Hawaii. All but 3 states (DC, SC, WY) reported drop in percent being served. See this table for change by state.



The section 618 data collection has been migrated to a new (very user- unfriendly) platform – the “Open Data Platform.

The new release provides data on the following:

· School Year 2019-20 Part B Assessment
· School Year 2020-21 Part B Child Count and Educational Environments
· School Year 2019-20 Part B Discipline
· School Year 2019-20 Part B Dispute Resolution
· School Year 2019-20 Part B Exiting
· Federal Fiscal Year 2019/ School Year 2019-20 Maintenance of Effort Reduction and Coordinated Early Intervening Services
· School Year 2019-20 Part B Personnel
· School Year 2020-21 Part C Child Count and Settings
· School Year 2019-20 Part C Dispute Resolution
· School Year 2019-20 Part C Exiting