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U of M national study finds students with disabilities do better after receiving same diploma as classmates
MINNEAPOLIS / ST. PAUL ( 2/22/2008 ) -- In a study of the nation's high school graduation requirements and diploma options, the University of Minnesota has found that some graduation policies may prevent students with disabilities from pursuing the same educational and life opportunities that their classmates have. A report on the study, "Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities" from the National Center on Educational Outcomes (NCEO), recommends that schools nationwide reassess the underlying assumptions of their graduation requirements and ensure that students with disabilities have sufficient opportunities to learn the material presented on state exit exams. The study was undertaken to update the status of graduation policies across the nation. It follows up on previous work from NCEO, the last study having been conducted in 2002, just after the implementation of the reauthorization of the Elementary and Secondary Education Act or the "No Child Left Behind" Act. Results of the current study indicate some changes in graduation requirements and diploma options since the previous survey was taken. For example, fewer states seemed to be using exit exams as part of their requirements. In addition, states seemed to be decreasing the use of some diploma options, such as the IEP diploma, while increasing others, such as honors diplomas. IEP diplomas, sometimes given to students receiving special education, are often perceived as mere diplomas of attendance, and numerous colleges do not accept them. The full report is available at http://cehd.umn.edu/nceo/OnlinePubs/Tech49/TechReport49.pdf The study reports that more students with disabilities are participating in the general education curriculum and achieving results, and that preparation for adult life and future independence is improved by accessing postsecondary education and employment. In 12 states surveyed, differences between general education and special education students are reduced, that is, all students are held to the same standards, are required to pass the same exams and receive the same diploma. While there continue to be an array of diploma options available to students with disabilities, the study found that multiple diploma options may or may not benefit students with respect to future opportunities for postsecondary access and employment. Almost 14 percent of school-age children in America -- some 6.6 million -- receive special education. "This study raises crucial questions that every state must ask," said David Johnson, an associate dean at the U of M's College of Education and Human Development and a lead author of the report. "Do all of our diplomas have value and recognition within our state? Do any prevent students from pursuing post-secondary education or other life opportunities? We're dealing with some very serious implications here." As a result of the study, NCEO recommends that schools: * Clarify the assumptions underlying state graduation requirements and diploma options * Ensure students with disabilities have the opportunities to learn materials presented in state and local tests * Make high school graduation decisions based on multiple indicators of students' learning and skills * Clarify implications of granting alternative diploma options for students with disabilities All 50 states plus the District of Columbia participated in the online survey, which was conducted between May 2006 and April 2007. State directors of special education or their designees were asked varying questions about exit exams and the intended and unintended consequences of single versus multiple degree options. The return rate was 100%. About the National Center on Educational Outcomes The National Center on Educational Outcomes (NCEO) is part of the University of Minnesota's College of Education and Human Development. It was established in 1990 to provide national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students, including students with disabilities and students with limited English proficiency. ---------- |
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