An Observational Study on Special Education Services in the Houston Independent School District and Performance Outcomes for Students with Disabilities, 2018-2019. Research Educational Program Report

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Autor/in	Holmes, Venita R.
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	An Observational Study on Special Education Services in the Houston Independent School District and Performance Outcomes for Students with Disabilities, 2018-2019. Research Educational Program Report
Quelle	(2019), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Special Education; Related Services (Special Education); Outcomes of Education; Academic Achievement; Students with Disabilities; Program Evaluation; Incidence; Minority Group Students; Disproportionate Representation; Hispanic American Students; African American Students; Males; Student Evaluation; Psychological Evaluation; Speech Evaluation; Achievement Gains; Reading Achievement; Mathematics Achievement; Science Achievement; Social Studies; Academic Persistence; Tutorial Programs; Elementary School Students; Middle School Students; Texas (Houston) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg; Schulleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Programme evaluation; Programmevaluation; Vorkommen; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Male; Männliches Geschlecht; Schulnote; Studentische Bewertung; Psychosoziale Beurteilung; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gemeinschaftskunde; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Longitudinal trends revealed an increase in the prevalence of HISD students with disabilities compared to all students in the district from the 2017-2018 to the 2018-2019 academic year (7.2% to 7.5%). Students with disabilities were more likely to be male and Hispanic with a learning disability. An over-representation of African American students was evident over the past four years compared to other ethnic groups. The Office of Special Education Services (OSES) staff offered more than 1,200 professional development opportunities to school administrators, teachers, parents, and community stakeholders in targeted areas, including reading, math, writing, and behavior. There was a substantial increase in the percentage of initial evaluations (72.6%) and reevaluations (13.7%) for special education services, while the percentage of psychological evaluations more than tripled, and speech evaluations increased by 29.9% from 2018 to 2019. Iowa reading performance of kindergarten students with disabilities revealed a two-percentage point increase in the mean normal curve equivalents (NCEs) from 2018 to 2019; with no change observed in math. Combined STAAR English, Spanish, and Alternate 2 results showed gains in the passing rates for seventh-grade students in reading (eight percentage points), and for seventh and eighth-grade students in math (eight and four percentage points, respectively). Performance gains were also observed for fourth and seventh-grade students in writing by two and eight percentage points, respectively. Eighth-grade students achieved a two percentage-point gain in both science and social studies. Students made the largest gains on the Biology End-of-Course (EOC) exam (six percentage points) compared to U.S. History and English II EOC exams (five percentage points). Surveyed students with disabilities perceived themselves as having lower academic mindsets, including competence as learners, effort, and persistence, compared to students without disabilities. Students noted that resources, such as tutorials and support from others, may facilitate learning in reading and math. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01