Services for families of children with disabilities
STOP THE CYCLE OF FAILURE IN EDUCATIONNATIONAL EDUCATION ADVOCACY PROJECTS REPORT:
A significant number of learning disabilities are either not identified or not properly assessed, and proper special education services are therefore not provided.
Despite intelligence levels adequate to go to college, students with unidentified or inappropriately identified learning disabilities drop out of school, barely pass and have lower paying unskilled jobs.
Children with learning disabilities are often segregated unnecessarily from non-disabled peers and thus denied the opportunity to develop necessary social skills.
Segregated classes are often not as academically rigorous and lack many resources found in regular education classes.
Non-disabled peers are denied the opportunity to learn about and from disabled peers, perpetuating stereotypes of the disabled.
Unaddressed leaning disabilities lead to behavioral problems that mask the initial disability (50-78% of juveniles incarcerated have learning disabilities).
Children with unaddressed learning disabilities often self medicate with alcohol and drugs (60% of people recovering from addictions have some form of a learning disability).
75% of children in foster care want to go to college and only 3% get a bachelors degree.
High school dropouts will earn about $260,000 less than high school graduates and $800,000 less than college graduates in their lifetime.
High school dropouts have a life expectancy 9.2 years shorter than high school graduates.
A one-year increase in average years of schooling for dropouts would reduce murder and assault rates by almost 30%, motor vehicle theft by 20%, arson by 13%, and burglary and larceny by about 6%.
College graduates are 3 times more likely to vote than high school dropouts.
3/4 of public schools report less than adequate conditions, roofs and electrical power needing repairs, renovations or modernization. The average repair needed per school is $2.2 million, or $3,800 per student.
4 out of 10 secondary school teachers do not have a degree in the subject they teach.
English-Language Learners numbers increased in public schools from 3.5 million to 5.3 million, a 51% from 1980 to 2009. Only 12% of 4th grade ELLs scored proficient or above in math and only 5% of 8th grade ELLs. In reading only 3 percent of 4th and 8th grade ELLs were proficient or above.
We have a dropout crisis with 250,000 students failing to graduate each year.
American Indian/Alaska Native 14.6%
ONLY 58 percent of first-time, full-time students, from public education, seeking a bachelor’s degree at a 4-year institution completed a bachelor’s degree at that institution within 6 years or 150 percent of normal completion time for the degrees, with graduation rates of 65% at private nonprofit institutions, 56% at public institutions and only 28% at private for-profit institutions. 6 year graduation completion rates varied by race/ ethnicity with Asian/Pacific Islander students at 69%, White students at 62%, Hispanic students at 50%, and Black and American Indian/Alaska Native students at 39% each. SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2011 (NCES 2012-045), Indicator 45.
33% of public school students receive free or reduced price lunches.
13% of public school students received Chapter 1 services. (federal program for poorly performing students in economically disadvantaged areas)On average, four out of 10 secondary school teachers do not have a degree in the subject they teach.
1/2 of elementary school teachers have 25 or more students in a class.
250,000 crimes a year on school property were reported to police.
Ten percent of 10th graders admit to taking a weapon to school during the past month.