Special Education Statistics Demystified

July 2, 2024

Uncover the truth behind special education statistics, from enrollment growth to funding challenges and graduation rates.

Understanding Special Education Statistics

Special education statistics provide valuable insights into the trends and demographics of students receiving special education services. By examining these statistics, we can gain a better understanding of the growth in special education enrollment and the rise in specific disabilities.

Growth in Special Education Enrollment

Over the past few decades, the number of students in special education has seen a significant increase. According to Education Week, the number of students enrolled in special education has doubled in the past 45 years. In 1978, there were 4.3 million students receiving special education services, and as of 2020, this number has risen to 7.9 million students.

Rise in Specific Disabilities

Within the realm of special education, there has been a notable rise in specific disabilities. According to Education Week, there has been an increase in the number of students classified with autism, emotional disturbance, and "other health impairment" under special education services.

To provide a clearer picture of the demographics, let's examine the percentage of students with disabilities in US public schools, as reported by the Pew Research Center:

Here are the percentages of people with disabilities in 2021-22 and 2000-01:

Autism: 12% in 2021-22, 1.5% in 2000-01
Specific Learning Disabilities: 32% in 2021-22, 45% in 2000-01

These figures highlight the substantial increase in the proportion of students with autism and the decline in the percentage of students with specific learning disabilities over the past two decades.

Additionally, it is crucial to examine the disparities in special education enrollment based on race and ethnicity. According to the National Center for Education Statistics (NCES), the percentage of students receiving special education services varied by race/ethnicity during the 2019–20 school year:

Race/Ethnicity Percentage of Students Receiving IDEA Services

American Indian/Alaska Native: 16%
Black: 14%
Hispanic: 13%
White: 11%
Asian: 8%

These disparities highlight the need for equitable access to special education services for students from diverse backgrounds.

Understanding the growth in special education enrollment and the rise in specific disabilities is essential for policymakers, educators, and families to develop effective strategies and provide necessary support for students in special education programs. By analyzing these statistics, we can work towards creating an inclusive educational environment that meets the unique needs of all students.

Demographics of Special Education

Understanding the demographics of special education is crucial for gaining insights into the experiences of students with disabilities. This section will explore the percentage of students with disabilities and the disparities that exist within special education.

Percentage of Students with Disabilities

Students with disabilities make up approximately 14% of the total K-12 student population in the United States. This data highlights the significant number of students who require specialized support and accommodations to thrive academically and socially.

During the 2019–20 school year, the percentage of students receiving services under the Individuals with Disabilities Education Act (IDEA) varied across different racial and ethnic groups. The breakdown by race/ethnicity was as follows:

Race/Ethnicity and Percentage of Students Receiving IDEA Services

American Indian/Alaska Native: 16%
Black: 14%
Hispanic: 13%
White: 11%
Asian: 8%

Source: NCES

These statistics highlight the varying rates of disability identification among different racial and ethnic groups, indicating the need for further examination and equitable access to special education services.

Disparities in Special Education

Disparities within special education persist, affecting students with disabilities in various ways. One area of concern is the graduation rate. National data indicates that only about 65% of students with disabilities graduate from high school, compared to 86% of students without disabilities. This disparity highlights the need for targeted support and interventions to improve outcomes for students with disabilities.

Another area of concern is disciplinary actions. Students with disabilities face disparities in disciplinary actions, with data showing that they are more than twice as likely to receive one or more out-of-school suspensions compared to their peers without disabilities. This disparity in disciplinary actions raises important questions about fairness and the need for alternative approaches to address behavioral issues while supporting the academic and social development of students with disabilities.

Addressing these disparities requires a multifaceted approach, including proactive policies, targeted interventions, and increased awareness and training for educators and administrators. By working towards equitable access to quality education and support services, we can strive to create an inclusive learning environment that meets the needs of all students, regardless of their abilities.

Funding for Special Education

Ensuring adequate funding for special education is crucial to meet the unique needs of students with disabilities. The federal government plays a significant role in providing financial support through the Individuals with Disabilities Education Act (IDEA). However, there are challenges associated with funding special education programs.

Federal Funding for IDEA

Since 1975, the federal government has been committed to funding special education through the Individuals with Disabilities Education Act (IDEA). Here are some statistics related to IDEA funding:

In the 2019-2020 school year, the federal government provided $13.9 billion in IDEA funding [1].
This accounted for about 15% of the national average per-pupil expenditure [1].
The federal government is supposed to cover about 40% of the excess costs associated with educating students with disabilities under the IDEA [2].
However, the federal government currently covers only about 14% of these costs [2].

These statistics highlight the ongoing challenges that school districts face in providing services to students with disabilities while balancing limited resources. Increased federal funding for IDEA could help alleviate some of these challenges and ensure that all students receive a free and appropriate public education.

Challenges in Funding Special Education

Despite the federal government's commitment to funding special education, there are challenges in ensuring adequate financial resources for these programs. The U.S. Department of Education acknowledges that the IDEA has been underfunded for years, with the federal government providing less than 14% of the funding promised.

School districts often face difficulties in funding special education due to the high costs associated with providing services to students with disabilities. These costs can exceed the available funding, leading to strains on general education budgets. As a result, districts may have to make difficult decisions regarding resource allocation and may not be able to fully meet the needs of all students with disabilities.

Addressing the challenges in funding special education requires a comprehensive approach that involves advocating for increased federal funding, exploring alternative funding sources, and ensuring efficient allocation of resources. By prioritizing the financial needs of special education programs, we can better support students with disabilities and provide them with the quality education they deserve.

Graduation Rates and Outcomes

When examining special education statistics, one area of concern is the graduation rates and outcomes for students with disabilities. Unfortunately, there is a significant graduation gap between students with disabilities and their non-disabled peers in the United States. Here are some statistics on the topic:

Only 65.9% of students with disabilities graduate from high school on time with a diploma [1].
In comparison, 84.1% of their non-disabled peers graduate on time with a diploma [1]

This substantial gap raises important questions about the educational experiences and support provided to students with disabilities. Improving graduation rates and outcomes for students with disabilities should be a priority to ensure that all students have equal opportunities to succeed.

Graduation Gap for Students with Disabilities

The graduation gap for students with disabilities is a matter of concern across the nation. Here are some statistics that illustrate the issue:

In Virginia, the graduation rate for students with disabilities is 59.6%, which is lower than the national average [1].
In South Carolina and Michigan, the graduation gap between students with disabilities and their non-disabled peers exceeds 30 percentage points [2].

The data reveals that more students with disabilities drop out of high school than graduate with a regular diploma, indicating a significant challenge within the education system for this demographic. Approximately one-third of the nation's students with disabilities do not graduate with a regular high school diploma or a meaningful alternative credential. These statistics highlight the pressing need for improvements in special education outcomes and support for students with disabilities.

Post-High School Education for Students with Disabilities

Transitioning from high school to post-high school education is an important milestone for all students, including those with disabilities. Here are some statistics related to the topic:

Approximately 44% of students with disabilities are enrolled in colleges or universities within eight years of finishing high school [1].
However, only about 65% of students with disabilities graduate high school, compared to 86% of students without disabilities [2].

This discrepancy in graduation rates may contribute to fewer students with disabilities pursuing post-high school education.

Improving graduation rates and outcomes for students with disabilities requires a comprehensive approach, including targeted interventions, individualized support, and inclusive educational practices. By providing necessary accommodations, tailored instruction, and fostering a supportive environment, educators and policymakers can help bridge the graduation gap and empower students with disabilities to pursue their educational aspirations beyond high school.

Evidence-Based Practices in Special Education

When it comes to special education, evidence-based practices play a crucial role in ensuring effective instruction and support for students with disabilities. These practices are backed by research and have been shown to yield positive outcomes in terms of academic and behavioral progress. In this section, we will explore the significance of federal laws and mandates related to evidence-based practices, as well as some effective practices commonly used for students with disabilities.

Federal Laws and Mandates

Two key federal laws, the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04), emphasize the use of evidence-based practices in special education. These laws mandate that educators utilize evidence-based academic and behavioral practices and programs to the greatest extent possible.

The Individuals with Disabilities Education Act (IDEA '04), previously known as the Education for All Handicapped Children Act (EHA), guarantees students with disabilities the right to a free appropriate education in the least restrictive environment. This includes the implementation of evidence-based practices to support their individualized education plans [5].

The Every Student Succeeds Act (ESSA), reauthorized in 2015, builds upon the original enactment of 1965 and emphasizes the use of evidence-based academic and behavioral practices in special education. These laws ensure that students with disabilities receive instruction and support that is grounded in research and proven to be effective.

Effective Practices for Students with Disabilities

To enhance the outcomes of students with disabilities, educators should implement evidence-based practices that have been shown to be effective in teaching appropriate behaviors and skills, as well as reducing inappropriate behaviors. These practices are crucial in meeting the unique needs of students with disabilities, including those with Autism Spectrum Disorder (ASD).

The National Professional Development Center (NPDC) on Autism Spectrum Disorder has identified 27 evidence-based practices specifically aimed at improving outcomes for students with ASD. These practices have been validated through experimental research studies or large-scale research field studies, ensuring their effectiveness in supporting the learning and development of students with ASD [5].

While the specific evidence-based practices may vary depending on the individual needs of each student, some examples include:

Applied Behavior Analysis (ABA)
Picture Exchange Communication System (PECS)
Social Stories
Visual Supports
Structured Teaching Strategies

By incorporating these evidence-based practices into special education classrooms, educators can provide students with the necessary tools and strategies to succeed academically and behaviorally. It is essential for educators to stay informed about the latest research and evidence-based practices in order to continually improve their instruction and support for students with disabilities.