CPS sharply reduced the number of non-graded (grade 20) special education students of grades 3-8 age, from 6,180 in 1992 to 773 in 1999¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2003: local conditions change quickly

Subclaims¶

q2 i? The count of students in the appropriate age range for grades three through eight classified as grade 20 fell from 6,180 in 1992 to 773 in 1999, moving them into regular grades where they are counted as not tested or tested but excluded. → John Q. Easton 2000

Evidence¶

John Q. Easton 2000¶

John Q. Easton, Todd Rosenkranz, Anthony S. Bryk, Brian A. Jacob, Stuart Luppescu, Melissa Roderick. (2000). Annual CPS Test Trend Review, 1999. Consortium on Chicago School Research. https://eric.ed.gov/?q=Annual+CPS+Test+Trend+Review+1999

q2 · i? · associational · r2

Observational analysis of CPS student information system records (Part 1 and Table A). The brief reports "only 773 were" classified as grade 20 by 1999, and that these students are now counted either as not tested or as tested but excluded. No effect size is printed.

"In 1992, 6,180 students (in the appropriate age range for grades three through eight) were classified as grade 20. By 1999, only 773 were (see Table A)."

Discussion¶

Related Claims¶

• The share of CPS students whose test scores were included in public reporting declined through the 1990s, reaching 74.2 percent in 2000 — a broader claim this one bears on
• The percentage of CPS elementary students whose ITBS scores count in accountability reporting fell from 82.3 percent in 1992 to 73.9 percent in 1999, with the lowest inclusion in third grade — a broader claim this one bears on
• ITBS and ISAT inclusion rules differ: ISAT reports scores for all test-takers, while about 20 percent of ITBS test-takers are excluded from public reporting — related
• In 1997, 31% of third graders and about 20% of sixth and eighth graders were excluded from Chicago's promotional test-score policy, with bilingual education the main exclusion reason in third grade and special education in sixth and eighth — related
• The 1998-99 CPS bilingual education policy overhaul shifted thousands of students into the tested-but-excluded category, raising tested-and-included counts by more than 12,000 — related
• Learning disabilities drove almost the entire rise in ninth-grade special education enrollment — related