WASHINGTON, D.C. – The National Center for Learning Disabilities (NCLD) applauds the schools, districts and states that have made positive changes that are resulting in marked improvement in both reading and math on the National Assessment of Education Progress (NAEP). The NAEP report released this week by the U.S. Department of Education shows that students with disabilities are making significant improvement – particularly at the 4th grade level -  in both reading and math and in most cases have made gains that far outpace the gains made by students who do not have disabilities. 

NAEP is the only continuing and nationally representative measure of achievement in various subjects over time.  As such, NAEP data provide reliable comparisons of performance among states, urban districts, public and private schools, and student demographic groups.

"The NAEP report provides additional evidence that the No Child Left Behind (NCLB) law is working, particularly for students with disabilities," says James H. Wendorf, executive director of NCLD. "There are schools and districts that we know are really examining their student achievement data and making systemic changes to how they provide curriculum, instruction, and interventions. They are also providing training for general and special education teachers in the core content areas and improving access to accommodations for both instruction and assessment.  All are critical elements that we know are helping students to succeed. Marked improvement in achievement at the 4th grade level provides evidence that early intervention and research-based instruction are gaining traction."

The NAEP findings include:

READING:

• The percentage of students with disabilities performing at or above basic, proficient or advance levels in 4th grade has grown by 14 percent – from 22 percent to 36 percent (vs. an eight percent improvement for students without disabilities);
  

MATH:

• The percentage of students with disabilities performing at or above basic, proficient or advance levels in 4th grade has doubled – from 30 percent to 60 percent (vs. a 16 percent improvement for students without disabilities);
• The percentage of students with disabilities performing at or above basic, proficient or advance levels in 8th grade has grown by 13 percent - from 21 percent to 34 percent (vs. an eight percent improvement for students without disabilities).

"This report builds on what we already know about students' academic potential," concludes Wendorf.  "Grade level achievement is more than just a possibility for every student with a learning disability.  In fact, it is already a reality for many, and all students deserve every opportunity to attain that goal.  Congress, therefore, must preserve the accountability system for these students under NCLB.  It would be patently unfair to give up when students have shown us that they refuse to do so." 

To download a PDF with the National Assessment of Educational Progress (NAEP) data referenced in this release, click here.

NCLD is encouraging people to take action to protect accountability for students with learning disabilities by contacting their elected officials in the House of Representatives.  To read more about this important NCLD initiative, click here.