VESID’s strategic plan is based upon these principles. Progress is evaluated based on six goals which are presented, with data summaries, in the following pages of this Pocketbook. The data are the latest available as of the printing of this Pocketbook.

• The drop out rate for students with disabilities improved from 6.5% in 1996-97 to 5.6% in 1997-98.

• For the fourth consecutive year, increasing numbers of preschool children and school-age students with disabilities are learning in integrated settings (i.e., settings which include nondisabled students). In 1997-98, 45.1% of preschool children were provided special education services in integrated settings, an increase of 7.9% over the previous year. The percent of school-age students with disabilities who spent 80% or more of their school day in general education classes increased by 0.4%, to 43.2%. Also, the percent of school-age students educated in separate settings (i.e., attended by students with disabilities only) decreased from 10.2% in 1996-97, to 9.1% in 1997-98 .

• Significant numbers of students with disabilities in public and private schools who took the Regents exams passed. In 1997-98, 51.4% of students scored 65 or above on the Regents Comprehensive Examination in English and 47.6% scored similarly on Sequential Math Course I.

• Increasing percentages of school-age students with disabilities are participating in the State assessment program. In 1997-98, the participation rate on all Pupil Evaluation Program (PEP) Tests was higher than all previous years (94.7%). Also, compared to the previous year, greater percentages of students with disabilities participated in each Regents examination. For example, participation in the Regents Comprehensive Examination in English increased from 26.8% to 32.6%, based on average grade enrollment.

• Data available for the first time regarding individuals with disabilities completing two-year associate or four-year baccalaureate degree programs, compared to all degree candidates, indicates that a substantial percentage of individuals with disabilities successfully completed their degree programs, although at a lower rate than for all individuals.

• Individuals with disabilities placed in jobs by VESID in SFY1999 contributed $205.0 million in annualized first year earnings and $22.8 million in public assistance savings.

• Performance on the Pupil Evaluation Program Tests declined from the previous year. A wide gap exists between the performance of students receiving special education services and their nondisabled peers. Less than one half of students with disabilities who were tested scored above the Statewide Reference Point on grades 3 and 6 reading, compared to 84.1% of general education stu-dents.

• Performance in the State testing program in mathematics worsens as students with disabilities advance from elementary, to middle school, to high school: from 72.9% passing in grade 3, to 69.2% passing in grade 6, and 41.3% passing the Regents Competency Test in high school.

• Even though there was a slight improvement in the percentage of students with disabilities who earned Regents Diplomas (from 4.8% in 1996-97, to 5.1% in 1997-98), very few students with dis-abilities earned Regents Diplomas, compared to Local High School Diplomas. In 1997-98, 57.7% earned Local High School Diplomas, while 5.1% 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 11.7% in 1997-98) while the percent of school-age students declassified has remained the same for two years (3.9%).

• Participation by students with disabilities in every Regents examination improved over last year; however, their rate of participation remains low, as compared to general education. For example, 32.6% of students with disabilities were tested on the Regents Comprehensive Examination in English compared to 77.4% of general education students.

• Compared to White students with disabilities, a greater percentage of minority students are identified as disabled and a greater percentage of minority students are placed in more restrictive settings.