Boosting the Quality and Efficiency of Special Education

Special education consumes a growing share of increasingly tight district budgets but academic achievement among students with special needs continues to lag. How are districts spending their special education dollars? Does spending more translate to better results for their students with special needs?

In this study, the District Management Council’s Nate Levenson uses the largest database of information on special education spending and staffing ever assembled to uncover significant variance in how districts staff for special education. Levenson concludes that if the high-spending districts studied reduce their staffing in this area to the national median the public could save $10 billion. He offers no proof, however, that he national median represents an adequate level of funding. Levenson does offer clear recommendations for improving special-education quality and efficiency.

PISA: Poverty Is Schools' Achilles heel

From the National Association of Secondary School Principals blog:

National Association of Secondary School Principals Executive Director, Dr. Gerald N. Tirozzi has taken "a closer look at how the U.S. reading scores on PISA compared with the rest of the world’s, overlaying it with the statistics on how many of the tested students are in the government’s free and reduced lunch program for students below the poverty line." Tirozzi pointed out, “Once again, we’re reminded that students in poverty require intensive supports to break past a condition that formal schooling alone cannot overcome.” Tirozzi demonstrates the correlation between socio-economic status and reading by presenting the PISA scores in terms of individual American schools and poverty.  While the overall PISA rankings ignore such differences in the tested schools, when groupings based on the rate of free and reduced lunch are created, a direct relationship is established.

Free and Reduced Meal Rate	PISA Score
Schools with < 10%	551
Schools with 10-24.9%	527
Schools with 25-49.9%	502
Schools with 49.9-74.9%	471
Schools with >75%	446
U.S. average	500
OECD average	493

With strong evidence that increased poverty results in lower PISA scores the next question to be asked is what are the poverty rates of the countries being tested?  (Listed below are the countries that were tested by PISA along with available poverty rates. Some nations like Korea do not report poverty rates.)

Country	Poverty Rate	PISA Score
Denmark	2.4%	495
Finland	3.4%	536
Norway	3.6%	503
Belgium	6.7%	506
Switzerland	6.8%	501
Czech Republic	7.2%	478
France	7.3%	496
Netherlands	9.0%	508
Germany	10.9%	497
Australia	11.6%	515
Greece	12.4%	483
Hungary	13.1%	494
Austria	13.3%	471
Canada	13.6%	524
Japan	14.3%	520
Poland	14.5%	500
Portugal	15.6%	489
Ireland	15.7%	496
Italy	15.7%	486
United Kingdom	16.2%	494
New Zealand	16.3%	521
United States	21.7%	500

Leveling the playing field

A more accurate assessment of the performance of U.S. students would be obtained by comparing the scores of American schools with comparable poverty rates to those of other countries.

Schools in the United States with less than a 10% poverty rate had a PISA score of 551.  When compared to the ten countries with similar poverty numbers, that score ranked first. 

Country	Poverty Rate	PISA Score
United States	<10%	551
Finland	3.4%	536
Netherlands	9.0%	508
Belgium	6.7%	506
Norway	3.6%	503
Switzerland	6.8%	501
France	7.3%	496
Denmark	2.4%	495
Czech Republic	7.2%	478

In the next category (10-24.9%) the U.S. average of 527 placed first out of the ten comparable nations. 

 

Country	Poverty Rate	PISA Score
United States	10%-24.9%	527
Canada	13.6%	524
New Zealand	16.3%	521
Japan	14.3%	520
Australia	11.6%	515
Poland	14.5%	500
Germany	10.9%	497
Ireland	15.7%	496
Hungary	13.1%	494
United Kingdom	16.2%	494
Portugal	15.6%	489
Italy	15.7%	486
Greece	12.4%	483
Austria	13.3%	471

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For the remaining U.S. schools, their poverty rates over 25% far exceed any other country tested.  However, when the U.S. average of 502 for poverty rates between 25-49.9% is compared with other countries it is still in the upper half of the scores.

Mathematically Speaking

The results of the latest PISA testing should raise serious concerns.  However, the overall ranking of 14th in reading is not the reason to be concerned. The problem is not as much with our educational system as it is with our high poverty rates. The real crisis is the level of poverty in too many of our schools and the relationship between poverty and student achievement. Our lowest achieving schools are the most under-resourced schools with the highest number of disadvantaged students. We cannot treat these schools in the same way that we would schools in more advantaged neighborhoods or we will continue to get the same results. The PISA results point out that the U.S. is not alone in facing the challenge of raising the performance of disadvantaged students.

 

U.S. % Poverty	Other Countries	PISA Score
U.S. (<10%)		551
	Korea	539
	Finland	536
U.S. (10-24.9%)		527
	Canada	524
	New Zealand	521
	Japan	520
	Australia	515
	Netherlands	508
	Belgium	506
	Norway	503
U.S. (25-49.9%)		502
	Estonia	501
	Switzerland	501
	Poland	500
	Iceland	500
U.S. (Average)		500
	Sweden	497
	Germany	497
	Ireland	496
	France	496
	Denmark	495
	United Kingdom	494
	Hungary	494
	Portugal	489
	Italy	486
	Slovenia	483
	Greece	483
	Spain	481
	Czech Republic	478
	Slovak Republic	477
	Israel	474
	Luxembourg	472
U.S. (50-74.9%)		471
	Austria	471
	Turkey	464
	Chile	449
U.S. (over 75%)		446
	Mexico	425

 

Additional observations from PISA results:

·      Shanghai, China topped the list with 556 but is not included in this analysis because Shanghai is a city not a country and because only 35% of Chinese students ever enter high school and because "when you spend all your time preparing for tests, and when students are selected based on their test-taking abilities, you get outstanding test scores."

·      Of all the nations participating in the PISA assessment, the U.S. has, by far, the largest number of students living in poverty--21.7%. The next closest nations in terms of poverty levels are the United Kingdom and New Zealand have poverty rates that are 75% of ours.

·      U.S. students in schools with 10% or less poverty are number one country in the world.

·      U.S. students in schools with 10-24.9% poverty are third behind Korea, and Finland.

·      U.S. students in schools with 25-50% poverty are tenth in the world.

·      U.S. students in schools with greater than 50% poverty are near the bottom.

·      There were other surprises. Germany with less than half our poverty, scored below the U.S. as did France with less than a third our poverty and Sweden with a low 3.6% poverty rate.

·     

Can videogaming benefit young people with autism spectrum disorder?

According to the Centers for Disease Control and Prevention (CDC), 1 in 88 children in the U.S. has autism spectrum disorder (ASD), a broad group of neurodevelopmental disorders. Children and adolescents with ASD are typically fascinated by screen-based technology such as videogames and these can be used for educational and treatment purposes as described in an insightful Roundtable Discussion published in Games for Health Journal: Research Development, and Clinical Applications, a peer-reviewed publication from Mary Ann Liebert, Inc.. The article is available free on the Games for Health Journal website.

Individuals with ASD have difficulty with communication and social interaction, but they often have particularly good visual perceptual skills and respond well to visual stimuli. Videogames offer opportunities for successful learning, motivation to improve skills such as planning, organization, and self-monitoring, and reinforcement of desired behaviors without the need for direct human-to-human interaction.

Autism is a growing area of interest for the gamification community, and Games for Health Journal continues to explore various aspects of how videogame technology can be beneficial in treating this complex spectrum of disorders. In a previous issue of the Journal, the article "Comparing Energy Expenditure in Adolescents with and without Autism while Playing Nintendo® Wii™ Games" described how gaming might help individuals with ASD increase their daily physical activity to prevent obesity.

"Children and young adults with ASD have unique opportunities to capitalize on their interest and aptitude in videogames as a resource to develop desired social behaviors and life skills and to increase their physical activity," says Games for Health Journal Editor-in-Chief Bill Ferguson, PhD, who moderated the Roundtable.

Popular kids in US and Mexico more likely to smoke,

New research from the University of Southern California (USC) and University of Texas finds that popular students in seven Southern California high schools are more likely to smoke cigarettes than their less popular counterparts.

The study, which appears online this week in the Journal of Adolescent Health, confirms trends observed in previous USC-led studies of students in the sixth through 12th grades across the United States and in Mexico.

"That we're still seeing this association more than 10 years later, despite marginal declines in smoking, suggests that popularity is a strong predictor of smoking behavior," said Thomas W. Valente, Ph.D., professor of preventive medicine at the Keck School of Medicine of USC and lead author of three prior studies on the subject.

In the newest study, Valente and colleagues asked 1,950 students in the ninth and 10th grades in October 2006 and 2007 whether they had ever tried smoking, how frequently they had smoked in the past 30 days, how many students their age they thought smoked cigarettes, how they perceived their close friends felt about smoking, and who their five best friends were at school. Popularity was measured by the frequency that other respondents named a student as a friend.

The researchers found that those who believed their close friends smoked were more likely to also smoke, even if their perception was incorrect. Popular students became smokers earlier than the less popular. And students who became smokers between the ninth and 10th grade were more likely to form friendships with other smokers.

Surprisingly, student perception of the norm (i.e., out of 100 students your age, how many do you think smoke cigarettes once a month or more?) was less likely to influence smoking than the perceived behavior of their close friends.

In a 2012 study that appeared in Salud Pública de México, the bi-monthly journal published by the Instituto Nacional de Salud Pública (National Institute of Public Health), Valente and colleagues at the Mexican Social Security Institute surveyed 399 teenagers at a high school in Jalisco. Two other studies — one in 2005 that polled 1,486 students in the sixth and seventh grades across Southern California and another in 2001 that polled 2,525 high-school students across the United States — also appeared in the Journal of Adolescent Health.

"Adolescence is a time when students turn to others to figure out what is important. These are four different samples, now, coming from different places — and the finding is consistent," Valente said.

Social exclusion in the playground

Being the last one picked for the team, getting left out of the clique of cool girls, having no one to sit with at lunch… For children, social exclusion can impact everything from emotional well being to academic achievements.

But what does it mean for the kids doing the excluding? Is the cure a one-size-fits-all approach that requires kids to include others, regardless of the situation at hand? Not necessarily, says new research from a professor now at Concordia University.

Unlike previous studies where researchers created hypothetical situations and pre-selected the reasons for exclusion that kids could choose from, the Concordia study asked kids to talk about a time when they excluded a peer.


Holly Recchia is an assistant professor in Concordia’s Department of Education >>

“Research that looks at kids’ own point of view about social exclusion will help us do a better job of supporting their ability to successfully navigate these situations,” says Holly Recchia, an assistant professor in Concordia’s Department of Education and member of the Centre for Research in Human Development. She is first author of the study, con-ducted while she was a postdoctoral fellow at the University of Utah.

The recent study published in the journal Cognitive Development shows that the expe-riences of exclusion for those doing the excluding are actually much more diverse than what previous studies have shown, and that a more nuanced approach is needed to encourage social inclusion.

This approach allowed Recchia and her colleagues at the University of Utah to form a broader picture of exclusion. The kids’ narratives included not just reasons for exclusion but also why they judged their reasons to be good or bad. For example, “it was a bad reason because now his feelings are hurt” or “it was a good reason because I don’t work well with her.”

In some cases, children tried to numb their negative feelings about exclusion by ignoring a situation, while in others they spontaneously looked for an alternative to exclusion. In both cases, they had mixed feelings about whether their reasons were good or bad.

“It’s the search for alternatives to exclusion that we want to encourage. The fact that children can do this spontaneously reflects children’s awareness of their own capacity to behave differently in the future and can be an entry point for intervention,” says Recchia.

The study also showed that the experience of exclusion changes as kids got older. Se-ven year-olds mostly reported uncontrollable circumstances and peer pressure as rea-sons for exclusion, depicting themselves as blameless. As the youngsters reached their teenage years, however, they showed more responsibility when they talked about exclu-ding others, often reporting reasons that were within their control.

This information could help researchers come up with age-specific interventions. In the case of younger kids, the best approach is to help them take responsibility for their ac-tions, which would encourage them to see what they could have done differently.

“The most useful interventions will be the ones that allow kids to weigh different goals, across different kinds of situations,” says Recchia. “This flexibility would allow them to handle exclusion in ways that minimize harm to other people while still recognizing their own legitimate desires and perspectives.”

Bullying of adolescents with autism spectrum disorder

A study based on information collected from 920 parents suggests an estimated 46.3 percent of adolescents with an autism spectrum disorder were the victims of bullying, according to a report published Online First by Archives of Pediatrics & Adolescent Medicine, a JAMA Network publication.

Bullying involves negative actions toward a peer and is characterized by a power imbalance – physical, social or cognitive – between the victim and the perpetrator. Relatively little research has examined bullying involvement among adolescents with an autism spectrum disorder (ASD), according to the study background.

Paul R. Sterzing, Ph.D., M.S.S.W., previously of Washington University, St. Louis but now affiliated with the University of California, Berkeley, and colleagues used nationally representative surveys to identify the prevalence of bullying involvement, compare prevalence rates of bullying involvement with adolescents with developmental disabilities that overlap with the core deficits of an ASD, and identify the social ecological correlates of bullying involvement.

The prevalence of bullying involvement for adolescents with an ASD was 46.3 percent for victimization and was "substantially higher" than the national prevalence estimates for the general adolescent population (10.6 percent). The rates of perpetration of bullying (14.8 percent) and victimization/perpetration (8.9 percent, i.e. those who perpetrate and are victimized), were about equivalent to national estimates found among typically developing adolescents, according to the study results.

Victimization was related to having a non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Perpetration was correlated with being white, having attention-deficit hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being white non-Hispanic, having attention-deficit/hyperactivity disorder and getting together with friends at least once a week, the results indicate.

"Future interventions should incorporate content that addresses the core deficits of adolescents with an ASD, which limits their verbal ability to report bullying incidents," the authors comment. "Schools should incorporate strategies that address conversational difficulties and the unique challenges of those with comorbid conditions."

The authors also concluded: "Inclusive classrooms need to increase the social integration of adolescents with an ASD into protective peer groups while also enhancing the empathy and social skills of typically developing students toward their peers with an ASD and other developmental disabilities."

New School Year Brings More Cuts in State Funding for Schools

States have made steep cuts to education funding since the start of the recession and, in many states, those cuts deepened over the last year. Elementary and high schools are receiving less state funding in the 2012-13 school year than they did last year in 26 states, and in 35 states school funding now stands below 2008 levels — often far below.

States made these cuts after the deepest recession in 70 years hit beginning in late 2007, precipitating a historic collapse in state revenues. Because states relied heavily on spending reductions in response to the recession, rather than on a more balanced mix of spending cuts and revenue increases, funding for schools and other public services fell sharply. While emergency aid from the federal government reduced the severity of cuts to school funding in the years immediately following the onset of the recession, Congress allowed that aid largely to expire at the end of the 2011 fiscal year, before state revenues had recovered from the recession.

The Center on Budget and Policy Priorities’ review of budget documents for the 48 states that publish education budget data in a way that allows historic comparisons finds that:

* Twenty-six states are providing less funding per student to local school districts in the new school year than they provided a year ago. These funding cuts have been modest, but, in many states, they come on top of severe cuts made in previous years.
* Some states are beginning to restore their school funding over the past year, but those restorations are, for the most part, far from sufficient to make up for cuts in past years. For example, Florida is increasing school funding by $273 per pupil this year. But that is not nearly enough to offset the state’s $569 per-pupil cut over the previous four years.
* As a result, school funding remains well below pre-recession levels. Thirty-five states are providing less funding per student than they did five years ago.
* Seventeen states have cut per-student funding by more than 10 percent from 2008 levels.
* Three states — Arizona, Alabama, and Oklahoma — each have reduced per-pupil funding to K-12 schools by more than 20 percent. (These figures, like all the comparisons in this paper, are in inflation-adjusted dollars and focus on the primary form of state aid to local schools.)