Special ed pupils improve scores on state's tests

Tuesday, January 17, 2006

BY JOHN MOONEY

Star-Ledger Staff

New Jersey's special education students continued to improve on state tests last year, according to state data.

While still far below those of general education students, the passing rates for students classified with mild to severe disabilities were up significantly in three of the four grades tested last spring, the results show.

The results continued an upward trend in test scores by special education students over the last several years, with the biggest gains in math. Fifty-five percent of fourth-graders with disabilities passed the math test last year, and nearly 50 percent of high school juniors passed the high school test. That was compared to 47 percent and 46 percent, respectively, in 2004. The gains were less pronounced in language arts.

State and school officials said they were generally cheered by the progress and credited the results to greater attention to -- and government pressure on -- raising the academic performance of students with special needs.

"Schools are taking very seriously that these students can achieve at higher levels if given the accommodations and services they need," said Barbara Gantwerk, an assistant state education commissioner.

In Perth Amboy, for instance, the passing rates for students with disabilities rose in almost every test, and administrators credited better training of both special education teachers and those in the general education classes where many of these students are taught.

"They are all being trained together so they're on the same page," said Angela Durso, the district's director of special services. "We've been doing it especially with math, and saw the results this year. Now we need to do it more with language arts."

The academic progress of special education students has gained renewed attention in schools nationwide as they try to meet the demands of state testing and the federal No Child Left Behind Act.

The 2002 federal law requires that schools show test score gains among all categories of students, general or special education, white or minority, wealthy or poor. Schools that don't show gains in every area can potentially face sanctions.

But special education scores have proved the toughest to lift. The students take the same tests as those in general education, but often with accommodations such as more time.

New Jersey is now looking at ways to ease some of the testing pressures, as allowed under the federal law. But officials said the academic pressures on special education aren't letting up.

"On a national level and a state level, where we are focusing now is how to further improve on classroom instruction," said Gantwerk.

Many of the issues are coming to a head as the state updates its special education regulations to match the federal Individuals with Disabilities Education Act. The state's proposed regulations set class sizes, staffing and paperwork requirements, and scores of other mandates on districts. But school officials worry the regulations could further drive up costs, and parents and their advocates fear they could weaken families' rights.

A public hearing on the regulations is scheduled for tomorrow evening before the state Board of Education in Trenton, and one parent organizer said the test score gains are just one piece to remember in debating what's best for a child with disabilities.

"Any improvement is welcome, of course," said Robert Witanek, a Belle Mead father of special needs children who has led a petition drive to maintain protections for students and families.

"Our children need to perform academically and be driven to their full potential," he said. "But they also need to develop in many areas that are not measured by standardized tests."

John Mooney covers education. He may be reached at jmooney@starledger.com or (973) 392-1548.

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