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New York State Education Department
Vocational and Educational Services for Individuals with Disabilities

 

2004 Pocketbook of Goals and Results for Individuals with Disabilities
Previous: Goal #1, Chart #1: Elementary-Level English Language Arts and Mathematics Examinations — 2001-03
Next: Goal #1, Chart #3: Performance on the Elementary-Level English Language Arts (ELA) and Mathematics Examinations by the Amount of Time in General Education Classrooms - 2002-2003
Index: Pocketbook Index

Goal #1:

Students receiving special education services will meet high educational standards.

Chart #2:

Middle-Level English Language Arts and Mathematics Examinations — 2001-2003

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Middle-Level English Language Arts (ELA) Examinations

Performance Levels
L1: Far Below State Standards
L2: Below State Standards
L3&4: At or Above State Standards
* Data are from the OLAP file
   
 

Middle-Level Mathematics Examinations

Performance Levels
L1: Far Below State Standards
L2: Below State Standards
L3&4: At or Above State Standards
* Data are from the OLAP file

The performance of middle-level students with disabilities is extremely poor on both the ELA and mathematics assessments. In 2003, on the middle-level ELA examination, 7.9 percent of students with disabilities scored at or above Level 3 compared to 51.3 percent of general education students. Also, 16.4 percent of students with disabilities scored at or above Level 3 on the middle-level mathematics examination, compared to 56.9 percent of general education students.

Previous: Goal #1, Chart #1: Elementary-Level English Language Arts and Mathematics Examinations — 2001-03
Next: Goal #1, Chart #3: Performance on the Elementary-Level English Language Arts (ELA) and Mathematics Examinations by the Amount of Time in General Education Classrooms - 2002-2003
Index: Pocketbook Index

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