Special Education

Overview of the Annual Performance Report Development:

See Overview of the Development of the Annual Performance Report (APR) in the Introduction section, page 1.

Monitoring Priority: FAPE in the LRE

Indicator 14:  Percent of youth who are no longer in secondary school, had individualized education programs (IEPs) in effect at the time they left school, and were:

  1. Enrolled in higher education within one year of leaving high school.
  2. Enrolled in higher education or competitively employed within one year of leaving high school.
  3. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

(20 U.S.C. 1416(a)(3)(B))

Measurement:

  1. Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
  2. Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (#of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
  3. Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.

 

Federal Fiscal Year (FFY) (school year students left) Measurable and Rigorous Target
FFY 2009
(2009-10 school year)
  1. 43 percent will be enrolled in higher education for at least one complete term;
  2. 64 percent will be enrolled either in higher education or being competitively employed (note: target for B includes target for A);
  3. 77 percent will be enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school (note: target C includes targets for B and A).

Actual Target Data for FFY 2009 (2009-10 School Year Exiters)

A Percent enrolled in higher education for at least one complete term 42%
(1,291/3,107)
B Percent enrolled either in higher education or being competitively employed (note: target for B includes target for A); 67%
([1,291+798]/3,107)
C Percent enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school (note: target C includes targets for B and A) 78% ([1,291+798+231+89]/3,107)

Representativeness of FFY 2009 Response Pool

Table 1 addresses the representativeness of the response pool compared with the VR-10 report about all Exiters.  The response pool is comprised of the students from the survey pool who were actually reached for interview at least one year after leaving school.  The response pool is representative of gender and all disability groups.  Minority students are underrepresented by 13.0 percent (36.9 percent vs. 49.9 percent).  Students who left by dropping out are also underrepresented by 9.3 percent (17.9 percent vs. 27.2 percent).  The factors contributing to underrepresentation by these groups include their over/underrepresentation in the survey pool of students referred by the schools for interview, and lower response rates in these groups to efforts made to contact former students for interview.

Table 1: Representativeness of Response Pool Compared to Total Exiters for All NYS Schools
During 2009-10, as reported in VR10 Data Reports
Statewide Demographic Representativeness
Statewide Learning Disabilities Emotional Disabilities Intellectual Disabilities All Other Disabilities Female Minority Dropout
Census Representation (n = 30,012) 55.9% 13.6% 4.3% 26.1% 34.7% 49.9% 27.2%
Response Pool Representation (n=3,820) 56.9% 12.0% 4.2% 26.9% 37.3% 36.9% 17.9%
Difference +0.9% -1.6% -0.1% +0.8% +2.7% -13.0% -9.3%
Note: Positive difference indicates overrepresentation; negative difference indicates underrepresentation in the interview pool.

Post-School Outcomes by Type of Exit
Table 2 displays post-school outcomes by Exit Type.  Those who graduated from high school (Local, Regents, or General Educational Development (GED)) have the highest rates of participation in one of the four post-school outcomes at 87 percent.  Those who dropped out or have other exit reasons have the lowest rates at 47 percent. 

Table 2 – 2009-10 Post-School Outcomes by Type of Exit
2008-09 Post-School Outcome* within one year of leaving high school Statewide Responses 2009-10 Regular HS Diploma (Regents, Local, GED) Certificate or Modified Diploma (IEP Diploma) Dropped Out Other Exit Reasons**
N % N % N % N % N %
Total in category 3107 100% 2231 72% 435 14% 360 6% 81 1%
All Post-school Outcomes 2408 78% 1946 87% 256 59% 168 47% 38 47%
1.  Enrolled in higher education 1291 42% 1239 56% 30 7% 19 5% 3 4%
2.       Competitively employed but not enrolled in higher education 797 26% 562 25% 107 25% 112 31% 16 20%
3.  Enrolled in some other postsecondary education or training program but neither enrolled in higher education nor competitively employed 231 7% 91 4% 94 22% 29 8% 17 21%
4.  In some other employment, but neither enrolled in higher education, nor some other postsecondary education or training program and not competitively employed 89 3% 54 2% 25 6% 8 2% 2 2%
None of the above 699 22% 285 13% 179 41% 192 53% 43 53%
*“Post-school outcomes” are defined differently than in past years – see definition section of the SPP for Indicator 14, which has been updated consistent with new federal definitions.  For example, higher education only includes two- and four-year colleges and competitive employment includes military service.
**“Other” may include that the student reached maximum age or that reasons were not reported.

Examination of post-secondary participation shows that Exit Type significantly affects postsecondary education:

  • 56 percent of Exiters with Regents, Local or GED diplomas report they are in a two- or four-year college or university, and 4 percent report participation in other types of postsecondary education.
  • 5 percent of those who dropped out report they are in a two- or four- year college or university, and 8 percent report participation in other types of postsecondary education.
  • For those with IEP diplomas, 7 percent report they are in a two- or year- year college or university, and 22 percent report participation in other types of postsecondary education or training programs.

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for FFY 2010:

Explanation of Progress or Slippage

Compared to the baseline data established in 2008-09:

  • 1 percent fewer students with disabilities were enrolled in higher education for at least one complete term;
  • an additional 3 percent of students with disabilities were either in higher education or competitively employed; and
  • 1 percent more students were enrolled in higher education or in some other postsecondary education or training program, or competitively employed or in some other employment within one year of leaving high school.

The State met its targets for all outcome areas, except the first category.

Improvement Activities Completed during 2010-11

See Indicator 13

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2010 [If applicable]

None

Other postsecondary or training program includes Vocational Technology College (< two-year), Trade Apprenticeship, or WIA - One Stop, Job Corp, continuing education classes or Ameri Corps, GED or Adult Basic Education (ABE) Program, College Preparatory, Rehabilitation Services and Other
Last Updated: January 25, 2012