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Thursday, July 19, 2007

Q&A on Special Education and NCLB


Sherman Dorn raises some great questions about special education and NCLB in response to my CYCT on the topic.* While Dorn thinks that my answers to his questions are all an unqualified ‘yes’, I’d say they’re more of a ‘yes, but…’:
  • Do schools use special education as an excuse not to educate students identified as having disabilities?
Here we agree that the answer is yes. And I think we’d also agree that it is important to qualify this answer. Often, teachers and principals don’t have the tools to adequately address learning problems or disabilities. While I think holding schools accountable for teaching students with disabilities to grade-level standards is one part of the equation for improving the success of special education students, another, very important part, is ensuring that teachers and principals are well-trained and have the resources they need to carry out this responsibility.

  • Should schools be pushed to educate students with disabilities better?
We also agree on the answer to this question: yes. And—as I said above—accountability is an important part of this push. But another part will be equipping teachers and schools to meet the challenge, or else we can push all we want, but won’t get very far.
  • Can students with disabilities reach the proficiency standard identified by states?
As I say in the report, for the majority of students enrolled in special education—around 80 percent—the answer is yes. These students are identified with disabilities that do not preclude them from reaching grade-level standards. In these cases, I do think that the ultimate goal should be grade level achievement. For the minority of special education students for whom grade-level achievement may not be possible—the ones with the most severe disabilities—alternate methods are needed to hold schools accountable for their achievement.

Under NCLB, we already allow states to use alternate methods for approximately 30 percent of special education students. Ten percent are assessed with alternate assessments, these are intended for students with severe cognitive disabilities. Twenty percent are assessed under ‘modified standards’, these are intended for students who are not able to achieve grade-level standard within the typical timeframe, but do not have severe cognitive disabilities.

As Dorn notes at the end of his post, the limits on the number of students who can be assessed with alternate methods needs to be based on research on the proportion of students for whom this is appropriate. The Commission on No Child Left Behind did some research on this and found that the current limit for testing students with ‘modified standards’ is too high. And so, while we may need to improve the methods we use to assess this group of students, I’m not convinced that the overall percent of students that are assessed with alternate methods needs to be increased.

Dorn offers an idea for an alternate method of testing special education students—students can take a lower grade-level assessment so long as they increase a grade-level each year. This will still hold schools accountable for increasing student achievement from one year to the next, but also recognizes that some students are not yet at grade level. This could work for the students currently covered under ‘alternate assessments’ and ‘modified standards’, but for the majority of special education students, I still think that the ultimate goal needs to be grade-level achievement. Growth models hold some potential for addressing this—they can be used to hold schools accountable for improving student achievement while also recognizing the huge differences in where students start.
  • Is NCLB the best current tool to prod states and schools to educate students with disabilities better?
My answer to this is a yes, with a big BUT. The key word is current. Right now, NCLB is the best accountability measure students with disabilities have had since IDEA. BUT, it is certainly not the best measure they will ever have, at least I hope not. While I applaud NCLB’s focus on achievement gaps and disaggregating data, I also think there’s a lot to do to improve the quality of assessments, add more nuance and accuracy to identifying the ‘in need of improvement’ schools, and improve the consistency and accuracy of state standards. This is hard work that will require resources, good policymaking, and solid research, but I don’t think that rolling back accountability is the way to get to an improved NCLB.

*Sherman, thanks for the name correction!
-- Posted by Erin Dillon at 12:03 PM | Comments: 0 | Link to this item | Email this post


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