Policy Briefs (LD News: June 2007)

Rewards and Roadblocks: How Students with Disabilities Are Faring Under NCLB
The National Center for Learning Disabilities has released a comprehensive report on No Child Left Behind (NCLB) and its impact on students who receive special education in our nation's schools -- almost half of whom have learning disabilities (LD). The new report provides a compelling look at how several NCLB requirements have affected this important and often controversial student group. A companion study on State Test Accommodations Policies provides an overview of the variance and validity of these policies. Both reports provide recommendations for the reauthorization of NCLB, now underway in the U.S. Congress.

Take Action to Prevent Inappropriate Use of IEPs
A proposal offered by some Members of Congress would allow schools to use a student’s Individualized Education Program (IEP) as the tool to determine the academic achievement of students who receive special education rather than keep them in the accountability system with their peers.  Any attempt to remove students with learning disabilities from the accountability system may effectively take them off track to graduate with a regular diploma. Visit our Advocacy Center and take action.

Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?
The Center on Education Policy has released a report that examines student achievement trends since the enactment of the No Child Left Behind Act. Using testing data from all 50 states, this study addresses two key questions: has student achievement increased, and have achievement gaps narrowed since NCLB was enacted in 2002? The report and profiles for all 50 states can be downloaded from the CEP web site at www.cep-dc.org under "What's New."

"Dropout Prevention for Students with Disabilities: A Critical Issue for State Education Agencies"
The National High School Center has released a brief providing guidance to states in responding to the requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The brief suggests that districts adopt uniform data collection procedures and calculation methodology around dropout and graduation rates for students with disabilities in order to decrease the dropout rate, and offers considerations and recommendations for states in providing a consistent method for tracking data.

Secretary of Education Announces Approval of Two High-Quality Growth Models, Iowa and Ohio
On May 24, U.S. Secretary of Education Margaret Spellings announced approval of two high-quality growth models following the bright-line principals of NCLB. Iowa is approved to immediately use their proposed growth model for the 2006-7 school year, and Ohio’s growth model is approved on the condition that the state adopts a uniform minimum group size for all subgroups including students with disabilities in AYP determinations for the 2006-7 school year. The Department used a rigorous peer review process to ensure that the selection was fair and transparent, and a panel of nationally recognized experts reviewed and made recommendations on states' proposals, choosing Iowa and Ohio for approval.