Though some level of over-placement of low-income students in special education may be appropriate (Hehir & Gamm, 1999; Donovan & Cross, 2002), the numbers of low-income students being served in Incidence’ categories exceed what most ‘High experts would consider appropriate. Further the generally higher level of segregation among low-income students and students of color suggest that some of these placements may be inappropriate. In addition, the generally weaker MCAS performance for students with disabilities who are educated in substantially separate settings raises serious concerns regarding whether, for these students, being identified as eligible for special education services is beneficial. The data used in this study were all supplied by the state and thus can be used to target school districts that are most in need of intervention. The Department of Elementary and Secondary Education should monitor and intervene in districts in there is inordinate use of substantially separate settings for students with disabilities. Though this report identified problems concerning the use of substantially separate settings to educate low-income students, African American students and Latino students, many school districts also continue to separate large numbers of students across income and racial groups. This is particularly true at the middle and high school level. Although ensuring access to the curriculum should be the over-riding concern when making placement decisions about an individual student with a disability, integration consistently predicts higher performance on the MCAS. Given that there is such variability between districts in the state concerning integration, the Department of Elementary and Secondary Education should intervene in districts that continue to educate higher than average numbers of students in substantially separate settings. Interventions in districts should focus on requiring better practices in general education. Research on over-identification of low-income students and students of color as eligible for special education services situates this problem primarily in general education practices. Most of students are designated as eligible for special education due to problems in academics, particularly reading and/or due to problems concerning behavior. Powerful practices have been developed by researchers and implemented in many schools across the United States that have proven effective in dealing with these issues (these are discussed below). The Massachusetts students who are of most concern in this regard are all students who are eligible for services under Title 1 of the Elementary and Secondary Education Act and IDEA. The Commissioner should consider directing the use of these funds toward this purpose as current authority allows. Promotion of More Effective Practice Though we recommend that the state intervene in districts whose patterns of identification, placement and performance are most problematic, the interventions
Though some level of over-placement of low-income students in special education may be appropriate (Hehir & Gamm, 1999; Donovan & Cross, 2002), the numbers of low-income students being served in ‘High Incidence’ categories exceed what most experts would consider appropriate. Further the generally higher level of segregation among low-income students and students of color suggest that some of these placements may be inappropriate. In addition, the generally weaker MCAS performance for students with disabilities who are educated in substantially separate settings raises serious concerns regarding whether, for these students, being identified as eligible for special education services is beneficial. The data used in this study were all supplied by the state and thus can be used to target school districts that are most in need of intervention. The Department of Elementary and Secondary Education should monitor and intervene in districts in there is inordinate use of substantially separate settings for students with disabilities. Though this report identified problems concerning the use of substantially separate settings to educate low-income students, African American students and Latino students, many school districts also continue to separate large numbers of students across income and racial groups. This is particularly true at the middle and high school level. Although ensuring access to the curriculum should be the over-riding concern when making placement decisions about an individual student with a disability, integration consistently predicts higher performance on the MCAS. Given that there is such variability between districts in the state concerning integration, the Department of Elementary and Secondary Education should intervene in districts that continue to educate higher than average numbers of students in substantially separate settings. Interventions in districts should focus on requiring better practices in general education. Research on over-identification of low-income students and students of color as eligible for special education services situates this problem primarily in general education practices. Most of students are designated as eligible for special education due to problems in academics, particularly reading and/or due to problems concerning behavior. Powerful practices have been developed by researchers and implemented in many schools across the United States that have proven effective in dealing with these issues (these are discussed below). The Massachusetts students who are of most concern in this regard are all students who are eligible for services under Title 1 of the Elementary and Secondary Education Act and IDEA. The Commissioner should consider directing the use of these funds toward this purpose as current authority allows. Promotion of More Effective Practice Though we recommend that the state intervene in districts whose patterns of identification, placement and performance are most problematic, the interventions
2012-04sped.docx