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Eric.ed.gov – 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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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.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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