How Districts and Schools in Texas Delayed and Denied Special Education

• In Event: 21.031 - Accountability for Schools and Teachers

Abstract

In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an indicator focused on the special education eligibility. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight concerning trends in state and district data and show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students.

Authors

• David Edward DeMatthews, The University of Texas at Austin

• David S. Knight, University of Washington