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Formerly excluded from measures of educational performance,
students with disabilities (SWDs) are now explicitly recognised in
federal and state accountability systems. At the national level,
the 1997 amendments to the Individuals with Disabilities Education
Act (IDEA) laid the foundation for accountability for SWDs by
requiring states to include these students in state and district
assessments and to report their participation and performance. This
requirement was further reinforced by the Elementary and Secondary
Education Act (ESEA), as reauthorised in 2001, which established
SWDs as an explicit student subgroup for the purpose of determining
whether schools make adequate yearly progress (AYP). The Institute
of Education Sciences (IES) of the U.S. Department of Education
(ED) has a congressional mandate to conduct a national assessment
of how well the IDEA is achieving its purposes. As part of the
national assessment of IDEA, this study is intended to provide
policy-relevant information about the education of SWDs by
examining their inclusion in school accountability systems and by
describing the use of school practices that may relate to
educational outcomes for these students. This book presents
descriptive information on school-level accountability, AYP
performance, and school improvement status of schools accountable
for SWD subgroup performance under Title I of the ESEA, as well as
schools not accountable for SWD subgroup performance. Moreover, the
book presents descriptive findings focusing on school practices
related to staffing, student support, instructional time,
educational placements, teacher collaboration, and professional
development in schools explicitly held accountable for the
performance of the SWD subgroup and schools that are not
accountable for the performance of the SWD subgroup.
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