Although performance on the Pupil Evaluation Program Tests has improved, a wide gap
still exists between the performance of students receiving special education services and
their nondisabled peers. Less than one half of students with disabilities who are tested
score above the Statewide Reference Point on grade 3 and 6 reading, compared to 85.9% of
general education students.
Performance in the State testing program in mathematics worsens as students with
disabilities advance from elementary, to middle school, to high school; from a 81.5%
passing rate in grade 3, to 73.5% passing in grade 6, and 42.6% passing the Regents
Competency Test in high school.
Very few students with disabilities earned Regents Diplomas compared to Local High
School Diplomas. In 1996-97, 61.5% earned Local High School Diplomas, while 4.8% earned
Regents Diplomas.
The percent of school-age students who are classified as needing special education
services has again increased (9.9% in 1992-93 to 11.6% in 1996-97) while the percent of
school-age students declassified has decreased 1.8% from last year (5.8% in 1995-96 to
4.0% in 1996-97).
The percentage of students with disabilities who drop out has increased from 5.9% in
1995-96 to 6.5% in 1996-97.
Participation by students with disabilities in every Regents examination is low compared
to general education. For example, 26.8% of students with disabilities were tested on the
Regents Comprehensive Examination in English compared to 73.2% of general education
students.
