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.

Data Source:

New York State (NYS) continues to use a contractor to collect data for this indicator. The current contractor is Potsdam Institute for Applied Research at the State University of New York in Potsdam, NY.  When possible, interviews with each identified Exiter were conducted by telephone, but the survey was also available on the web and in hard copy by mail.  See http://www.p12.nysed.gov/specialed/spp/2012/ind14.htm.

Definitions:

Exiters are defined to include those students with disabilities who had IEPs and who completed the high school program with any diploma or certificate of completion (i.e., Regents or local diploma, IEP diploma, General Educational Development (GED) diploma), who completed school by reaching the maximum age to attend special education, or those who dropped out during the academic year being reviewed.

Survey pool is the total number of Exiters from the school districts surveyed in FFY 2012.

Response pool means those students from the survey pool who were able to be reached for an interview or who completed the written survey at least one year after leaving school.

Enrolled in higher education means youth have been enrolled on a full- or part-time basis in a community college (two-year program) or college/university (four or more year program) for at least one complete term, at any time in the year since leaving high school.

Competitive employment means that youth have worked for pay at or above the State’s minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school.  This includes military employment.

Enrolled in other postsecondary education or training means youth have been enrolled on a full- or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps; adult education; workforce development program; adult rehabilitation service programs; or other).  Part-time is defined differently depending on the standard for the postsecondary school program.  For colleges, part-time course loads are typically defined as nine credit hours or fewer per semester.  Each person interviewed responds based on their understanding of what constitutes full- or part-time for the institution or program they are attending.  Interviewers are trained to provide guidance if requested or needed.  Enrolled in other postsecondary education or training also includes enrollment on a full- or part-time basis for at least one complete term in a vocational technical school that is less than a two-year program at any time of the year since leaving high school.

Some other employment means youth have worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school.  This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).

Sampling Methodology
Data was collected from a statewide representative sample of school districts.  One-sixth of the school districts reported data on this indicator for FFY 2011.  For a detailed description of NYS’ sampling methodology, see http://www.p12.nysed.gov/specialed/spp/2012/ind14.htm.

Federal Fiscal Year (FFY) (school year students left) Measurable and Rigorous Target
FFY 2012
(2011-12 school year)
  1. 44 percent will be enrolled in higher education for at least one complete term;
  2. 65 percent will be enrolled either in higher education or being competitively employed (note: target for B includes target for A);
  3. 80 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 2012 (2011-12 School Year Exiters)

  1. 42.1 percent were enrolled in higher education for at least one complete term.
  2. 66.3 percent were enrolled either in higher education or competitively employed.
  3. 76.4 percent 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.
A Percent enrolled in higher education for at least one complete term 42%
(701/1,664)
B Percent enrolled either in higher education or being competitively employed (note: target for B includes target for A); 66.3%
([701+402]/1,664)
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) 79% ([701+402+130+38]/1,664)

The calculation of FFY 2012 outcomes was based on the following.  Each responder is counted once in the highest category. 

  • There were 26,644 Exiters in FFY 2012 from all school districts in NYS.
  • There were 3,820 Exiters in the survey pool for FFY 2012.
  • There were 1,664 responders.  Each responder is counted once in the highest category.
    • 701 were enrolled in higher education for at least one complete term.
    • 402 students were competitively employed.
    • 130 were in some other postsecondary education or training program.
    • 38 students were in some other employment.
    • 393 were not engaged in any of the above.

Representativeness of FFY 2012 Response Pool

Table 1 addresses the representativeness of the response pool compared with the statewide information on students exiting special education (VR-10 report).  The response pool is comprised of the Exiters who were able to be reached for an interview or who completed the written survey at least one year after leaving school.  The response pool is fairly representative of all groups, with minority and dropout students showing the highest percentage of over- and under-representation, respectively, in the response pool.  A low response rate from students who drop out is expected and may be a factor in the under-representation.

Table 1: Representativeness of Response Pool Compared to Total Exiters for All NYS Schools
During 2011-12, as reported in VR10 Data Reports
Statewide Demographic Representativeness
Statewide Learning Disabilities Emotional Disabilities Intellectual Disabilities All Other Disabilities Female Minority Dropout
Exiters
(n = 26,644)
55.3% 10.6% 4.3% 29.8% 36.1% 49.0% 20.8%
Response Pool (n=1,664) 55.5% 9.1% 3.8% 31.5% 35.2% 52.5% 17.6%
Difference 0.2% -1.5% -0.5% 1.7% -0.9% 3.5% -3.2%
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.  At 85 percent, those who graduated from high school with Regents, local or GED diplomas have the highest rate of the four post-school outcomes while those who dropped out or exited with an IEP Diploma have the lowest rate at 51 percent.

Table 2 – 2011-12 Post-School Outcomes by Type of Exit
2011-12 Post-School Outcome* within one year of leaving high school Statewide Responses 2011-12 Diploma (Regents, Local, GED) Certificate or Modified Diploma (IEP Diploma) Dropped Out Other Exit Reasons**
N % N % N % N % N %
Total in category 1,644 100% 1,187 71% 259 16% 167 10% 51 3%
All Post-school Outcomes 1,271 77% 1,014 85% 132 51% 86 51% 39 76%
1.Enrolled in higher education 701 43% 663 56% 54 21% 10 6% 13 25%
2.Competitively employed but not enrolled in higher education 402 24% 274 23% 56 22% 61 37% 13 25%
3. Enrolled in some other postsecondary education or training program but neither enrolled in higher education nor competitively employed 130 8% 54 5% 7 3% 10 6% 10 20%
4.  In some other employment, but neither enrolled in higher education, nor some other postsecondary education or training program and not competitively employed 38 2% 23 2% 15 6% 5 3% 3 6%
None of the above 393 24% 173 15% 127 49% 81 49% 12 24%

* “Post-school outcomes” are defined in the definition section of the State Performance Plan (SPP) for Indicator 14 and are consistent with 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 for exit were not reported.

New York Statewide IDEA Part B SPP/APR Indicator 14: Post-school Outcomes for 2011-12 School Year Exiters - Chart Word document (66 KB)

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 five percent report participation in other types of postsecondary education 2.
  • Only six percent of those who dropped out report they are in a two- or four- year college or university, and six percent report participation in other types of postsecondary education.
  • For those with IEP diplomas, 21 percent report they are in a two- or four-year college or university, and three percent report participation in other types of postsecondary education or training programs.

Examination of employment outcomes shows:

  • Only 28 percent of students exiting with IEP diplomas were competitively employed or employed in some other situation.
  • Only 40 percent of students who dropped out of school were competitively employed or employed in some other situation.

 Explanation of Progress or Slippage

NYS met its target for measurement B and narrowly missed its targets for measurements A and C.

Compared to the data for FFY 2011:

  • There was one percentage point improvement in the number of students with disabilities enrolled in higher education for at least one complete term.
  • There was a two percentage point decrease in the percent of students with disabilities competitively employed but not enrolled in higher education.
  • There was a one percentage point increase in the percent of students with disabilities enrolled in some other postsecondary education or training program but neither enrolled in higher education nor competitively employed.
  • There was a one percentage point decrease in the percent of students with disabilities in some other employment, but neither enrolled in higher education, nor some other postsecondary education or training program and not competitively employed within one year of leaving high school categories.

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that Occurred for FFY 2012:

Improvement Activities Completed during 2012-13

  • During 2012-13, a total of 282 professional development sessions on the topics of Transition Assessments, Transition for Families, and Transition in the IEP were delivered statewide. 
  • Direct technical assistance was provided in 404 sessions statewide to assist districts in improving transition planning.  Topics included Transition in the IEP, Building Capacity, Strategic Planning, Collaborative Planning, Transition Assessment, Graduation Requirements, Program Evaluation, Work-Based Learning, and Student-Centered Planning.
  • Transition Specialists facilitated 162 interagency meetings across the State to assist local partners with communication and understanding between and across the different systems.  Attendees included Adult Career and Continuing Education Services – Vocational Rehabilitation, the Office for People with Developmental Disabilities, Independent Living Centers, the Office of Mental Health, schools/districts, workforce development, parent agencies, post-secondary agencies, parents, and local community agencies (such as community counseling centers).
  • Transition specialists collaborated with Special Education Parent Centers to provide 35 jointly-delivered training and or information sessions for parents on transition planning and services.
  • RSE-TASC transition specialists reached 592 of the 747 NYS school districts and New York City clusters through regional training events, direct technical assistance, interagency meetings, or a combination of events.

Also see improvement activities described in Indicator 13.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2013 [If applicable]

None


1 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 Program, College Preparatory, Rehabilitation Services and Other

2 Other post-secondary 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 Program, College Preparatory, Rehabilitation Services and Other.

Last Updated: February 7, 2014