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ERIC Number: ED497956
Record Type: Non-Journal
Publication Date: 2007-Jul
Pages: 22
Abstractor: ERIC
Reference Count: 23
The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools. Issues & Answers. REL 2007-No. 018
Johnson, Karen E.; Peck, Kyle; Wise, John
Regional Educational Laboratory Mid-Atlantic
The No Child Left Behind Act requires each state to set a series of annual targets to ensure that all students make adequate yearly progress in achieving proficiency in reading and mathematics by 2013/14. Schools must monitor annual progress toward proficiency goals for each of several subgroups, including students with disabilities, as well as for the entire student population. Each state sets a minimum group size (N-size) to determine whether a subgroup is sufficiently large to produce a statistically reliable participation rate for calculating its adequate yearly progress. If the number of students in a subgroup is lower than the minimum N-size, adequate yearly progress is not reported. This report focuses on the performance of the students with disabilities subgroup within the Mid-Atlantic Region. It describes for education leaders and policymakers how adequate yearly progress standards and targets are being set for this subgroup of students, provides data on its achievements, and offers evidence of how this subgroup's performance influences adequate yearly progress determinations in schools in the region. Besides providing a more comprehensive picture of this subgroup's performance, identifying differences in the achievements of students with disabilities may help to determine where important educational progress is being made and where it remains to be made. This report addresses four questions for the region: (1) What percentage of students enrolled in each state have been identified as members of the students with disabilities subgroup? (2) What percentage of schools in each state reported adequate yearly progress for the students with disabilities subgroup? (3) What percentage of schools in each state missed their adequate yearly progress targets for the students with disabilities subgroup? and (4) What percentage of schools in each state that missed their adequate yearly progress targets missed them solely because of the performance of the students with disabilities subgroup? Recommendations included: reconsider current policies; understand "relative" school progress; and strive for progress with students with disabilities. (Contains 1 box, 7 figures, and 7 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Mid-Atlantic administered by Pennsylvania State University.]
Regional Educational Laboratory Mid-Atlantic. Pennsylvania State University, 108 Rackley Building, University Park, PA 16802. Tel: 866-735-6239; email:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Delaware; District of Columbia; Maryland; New Jersey; Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Funded: Yes
IES Cited: ED544216