Patterns in the Identification of and Outcomes for Children and Youth With Disabilities

Title:	Patterns in the Identification of and Outcomes for Children and Youth With Disabilities
Description:	This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention and special education services. Children identified for services under IDEA, while demonstrating growth in their performance, had lower skill levels than their same-age peers not identified for IDEA services or in the general population across outcomes, including developmental skills appropriate for young children, NAEP reading and math scores, and school completion for older school-age youth.
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Cover Date:	January 2010
Web Release:	January 19, 2010
Print Release:	January 19, 2010
Publication #:	NCEE 20104005 General Ordering Information
Center/Program:	NCEE
Authors:	Jose Blackorby, Ellen Schiller, Sangeeta Mallik, Kathleen Hebbeler, Tracy Huang, Harold Javitz, Camille Marder, Katherine Nagle, Debra Shaver, Mary Wagner, and Cyndi Williamson: SRI International; Yumiko Sekino, Project Officer, Institute of Education Sciences
Type of Product:	Evaluation Report
Keywords:	Assessment • assessing supplemental educational services Completion Rates (high school) Dropout Rates Early Intervention NAEP Preschool Student Outcomes Students with Disabilities
Questions:	For questions about the content of this Evaluation Report, please contact: NCES WebMaster.