U.S. Education Secretary Arne Duncan on Tuesday focuses his quest to improve classroom performance on the 6.5 million students with disabilities, including many who perform poorly on standardized tests.
As Huffington Post reports, “Duncan, who has spent his years in the Obama administration using accountability measures in existing laws to drive improvements in student performance, on Tuesday joins Michael Yudin, assistant secretary for the Office of Special Education and Rehabilitative Services, to announce a new framework for measuring states’ compliance with the Individuals With Disabilities Education Act, the federal law that supports special education and services for children with disabilities. The law originally was known as the Education of Handicapped Children Act of 1975.
“After years of holding states accountable under the law for such things as timely evaluations of students and due process hearings, the Education Department plans to look at results. For the first time, the government will define compliance with the law not just in terms of what states do for students with disabilities, but with how those students perform.
“Focusing on inputs has worked on improving that type of compliance, according to information the Department released Tuesday. For example, in 2006, 84.8 percent of initial evaluations of students with disabilities were completed on time. By 2010, that number had increased to 96.9 percent. At the same time, national average math proficiency hardly budged from 33.2 percent in 2005-2006 to 35.2 percent in 2009-2010 — representing a dip from 38.7 percent in the previous year.
“Basic compliance does not transform students’ lives,” Duncan said on a Tuesday call with reporters. “It’s not enough for a state to be compliant if students can’t read or do math” at sufficient levels by the time they graduate from high school, he added.
“According to this new results-driven accountability framework, states will be responsible for students with disabilities’ participation in state tests, gaps in proficiency between students with disabilities and their peers, and performance on the National Assessment of Education Progress, or NAEP, the only national standardized test. This marks the first time the NAEP, which is often described as a low-stakes test, has been used for school accountability.
“The U.S. may deem states to be meeting requirements, needing assistance, needing intervention, or needing substantial intervention. Consequences range from extra help to financial penalties. If a state needs assistance two years in a row, the law mandates that the Education Department “take actions such as requiring the state to obtain technical assistance or identifying the state as a high-risk grant recipient,” according to a government press release.