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No Child Left Behind Act: Are Special Education Students Represented in Policy Goals

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No Child Left Behind Act: Are Special Education Students Represented in Policy Goals CALIFORNIA STATE UNIVERSITY, NORTHRIDGE An evaluation of no child left behind act: Are special education students represented in policy goals A graduate project submitted in partial fulfillment of the requirements For the degree of Master of Public Administration in Public Sector Management and Leadership By Jennifer Williams December 2018 The graduate project of Jennifer Williams is approved: ___________________________________________ _______________ Dr. Henrik Palasani-Minassians Date ___________________________________________ _______________ Dr. Rhonda Franklin Date ___________________________________________ _______________ Dr. Anaïs Valiquette L'Heureux, Chair Date California State University, Northridge ii TABLE OF CONTENTS SUMMARY PAGE……………………………………………………….……………ii ABSTRACT………………………………………………………………….……...…iv INTRODUCTION…………………………………….....................................………..1 BACKGROUND OF POLICY…………………………………………………………6 LITERATURE REVIEW…………………………………………………………..…...7 POLICY PROBLEM……………………………………………………………8 POLICY INCLUSION OF STUDENTS WITH DISABILITIES……....8 DISABLED STUDENTS ACHIEVMENT MEASURES ……….…….10 POLICY SOLUTIONS…………………………………………….……………12 STUDENTS WITH DISABILITY TESTING………………....……….12 GRADUATION DISPARITIES AMONGST STUDENTS…………....13 ALTERNATIVE DIPLOMAS……………………………………….….14 AYP STANDARDS FOR STUDENTS WITH DISABILIY......................16 STAKEHOLDER PERCEPTION……………………………………………….17 RESEARCH GAP……………………………………………………………………….18 AIM AND SPECIFIC QUESTION………………………………………………….…..19 RESEARCH DESIGN ………………………………………………………………..…21 PHASE ONE …………………………………………………………….22 PHASE TWO ………………...……………………………………....24 PHASE THREE…………………………………………………………..24 LIMITATION…………………………………………………………………………....26 DISUSSION……………………………………………………………………………...28 CONCLUSION…………………………………………………………………………..31 REFERENCES……………………………...…………………………………………...32 APPENDIX A…………………………………………………………………………....34 APPENDIX B…………………………………………………………………………....35 iii Abstract An evaluation of no child left behind act: Are special education students represented in policy goals By Jennifer Williams Master of Public Administration, Public Sector Management and Leadership Over 50 years ago the Supreme Court signed into law Brown v. Board of Education, a decision that declared segregated schools cannot be equal, it affirmed the right of every student access to equal education. Prior to this law students with disabilities were taught in separate facilities. This court case deemed the separation as unconstitutional and students with disabilities were able to attend schools amongst general population. Despite this ruling there has still been academic achievement gaps amongst students in the public education system. No child left behind Act made this issue a national crisis. The law reassessed the public-school system and decided American students needed proficiency in reading and Mathematics. It also aimed to increase graduation rates for all students. But, did NCLB really include all students? Did it account for those 6.7 million enrolled in special education programs? This report assesses stakeholder perception of NCLB as it relates to disabled student’s education objectives. The researcher evaluates NCLB by comparing measurement of assessments with the intended goal to have all public education students graduate. While there are different types of assessments given to students with disabilities, all students are required to be assessed yearly. We will answer the question according to stakeholders, under NCLB is the United States public school system failing iv students with special needs? Stakeholders who would be most concerned and involved with this policy includes parents of disabled students, teachers, administrators and policy makers. We found that NCLB did shed light on educational discrepancies in public school education. For example; there was a high number of students not proficient on their assessment because the exam was not tailored to the students IEP. It is important to realize that education policy derives from a top down approach were policy makers prescribe solutions for educational hurdles that arise for general population students in public schools. The issue we found with the NCLB act is that this approach must be bottom-up to adhere to the many conflicts in educating students with disabilities. National education policy can use this study to include more special education framework and collaborative governance at the start of policy formation. We concluded that NCLB made shortcomings in education for students with disability a frequent topic of discussion, however it did not increase graduation rates for disabled students. Policy Goals The following are the primary goals of NCLB: • All students will achieve high academic standards by attaining proficiency or better in reading and mathematics by the 2013–2014 school year. • Highly qualified teachers will teach all students by the 2005–2006 school year. • All students will be educated in schools and classrooms that are safe, drug free, and conducive to learning. • All limited English-proficient students will become proficient in English. • All students will graduate from high school. Keywords: academic achievement, special education, learning disability, No Child left behind Act, graduation rates, education legislation v Introduction When we talk about public school education policies we most likely refer to students in regular courses on track to graduate in hopes of going to college or other types of aspirations. What is missing from these education policies are a detailed summation of what the nation intends to do for students with disabilities. Students with disabilities is a rather broad umbrella of disorders and can encompass hundreds of various combinations. Despite the difficulty in categorizing these students we believe they should be equally represented in policy goals. This research takes a look at No Child Left Behind Act to see if they identified ways in which to successfully fulfill policy expectations for high school students with disabilities based on stakeholder perception. This section describes the history behind the No Child Left Behind Act. NCLB was signed into law January 8, 2002 by former president George W. Bush. It is a reauthorization of the elementary and secondary education act of 1964. The No Child Left Behind (NCLB) Act of 2001 is arguably the most significant educational reform enacted in the United States in decades (Husband, 2015). NCLB has significantly influenced the public dialogue surrounding education and has had a major effect on the daily operation of students, teachers, and administrators. The intent of this legislation is to hold schools accountable for defined levels of student achievement each year (Husband, 2015). NCLB includes government sponsored title I provisions that provide additional funding to disadvantaged students enrolled in public schools across the nation. NCLB is the first national standards-based education reform that has expanded the federal government's participation in public education. Through NCLB, the federal 1 government has imposed new regulations for public school education through annual testing, annual academic progress report cards and teacher qualification standards. The NCLB requires all public elementary, middle and high schools receiving federal funding to administer a statewide standardized test annually to all students including students with disabilities. Schools are measured by student test scores and the results determine funding and other administrative measures. Schools are required to increase all students reading and math level to 100% proficient for their grade level. Title I is a program associated with NCLB that provides additional funding to schools with majority disadvantaged students. Title I is important because it provides additional funding to schools in poorer communities. Schools usually get their funding from local taxes and more affluent communities pay more in taxes which provides more in funding for schools in those communities (Husband, 2015). Disadvantaged schools receive title I funding for essential supplies in hopes of increasing the level of success amongst students of all backgrounds. Title I defines disadvantaged students as those living in poverty, minority, English-language learners, and students with disabilities. The federal government has implicated additional regulations for those schools that fall under title I eligibility. The schools and school districts must submit adequate yearly progress. If the schools AYP are repeatedly poor, then steps are taken to improve the school. For example; schools that miss AYP for two consecutive years are labeled “In need of improvement” and they must develop a plan of improvement. Also, students are able to transfer out of schools labeled “In need of improvement” to attend public schools outside of their district. Schools who fall short for a third consecutive year have to offer free tutoring and other student educational 2 resources. Schools who go four consecutive years missing AYP target is labeled “corrective action” and some consequences include staff replacement, new curriculum or extending class time. Schools who miss AYP for five consecutive years are subject to reconstructure of the entire school, consequences vary between turning the school into a charter, turning over leadership to the state office of education, hiring a private company to run the school or closing the entire school. When NCLB was implemented, former president Bush stressed the fact
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