School Report Cards Reveal Special Education Challenges

The Register Guard (Eugene, OR), April 2, 2009 | Go to article overview

School Report Cards Reveal Special Education Challenges


Byline: Anne Williams The Register-Guard

School district "report cards" released Wednesday indicate many local schools struggle to educate special education students as well as the state expects.

In the Springfield district, for instance, fewer than one in three seniors receiving special education services graduated with a regular high school diploma in 2007-08 - a number far short of the state's target of 58 percent, and the state average of 63 percent.

And Springfield wasn't alone. Among Lane County districts with at least 1,000 students, only Eugene and Fern Ridge met the state target.

Several districts - including Creswell, Eugene, Junction City, Siuslaw, South Lane and Springfield - also exceeded the targeted 6 percent dropout limit for special education students. The Eugene district surpassed it by a hair, while Springfield posted a dropout rate of 14.5 percent.

This was the third year the Oregon Department of Education issued the report cards, a requirement of the Individuals with Disabilities Act. Districts must track and report special ed graduation and dropout rates, reading and math test results and participation, as well as the amount of time spent in programs specifically for students with disabilities.

For the first time this year, districts also had to survey and report on "post-school outcomes," detailing how many students are working in the competitive labor market or are completing course work at colleges or through vocational training.

The state wants to see at least 74 percent of students in one or both of those categories - and most Lane County districts met that goal, or came very close. In the Eugene district, for instance, 72 percent of students were; in Bethel, 82 percent.

Several districts also fell short of targets aimed at greater integration of students with disabilities in mainstream education. The state wants no more than 11 percent of a district's special ed students spending more than 60 percent of their day in a pullout class or program, and no less than 69 percent of those students spending less than 21 percent of their day in such programs.

Districts had a more difficult time meeting the second of those targets. Springfield, Bethel, Fern Ridge, Junction City and Creswell all had fewer than 55 percent of students spending less than 21 percent of their time outside of regular classes.

Rob Hess, Springfield's assistant superintendent for achievement and process, said it's become clear in recent years that greater integration - and thus more exposure to standard, core curriculum and regular-ed peers - pays dividends for most special ed students, so long as they have the support necessary to succeed.

To that end, his district will make sweeping changes after this year, significantly reducing the amount of time most students spend in pullout programs. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

School Report Cards Reveal Special Education Challenges
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.