Differentiating special education funding by disability, disability category, or student need can lead to improved outcomes for students with disabilities, and IEP-progress metrics offer a new adequacy-study measure¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A weighting study cited in the report found that differentiating resources by disability, disability category, or student need can lead to improved outcomes for students with disabilities. → Krausen 2020 q2 i? Maryland's adequacy study established a new outcome metric for students with disabilities — progress toward each student's IEP goals adjusted for time since goal development — and used it to calculate investment recommendations. → Krausen 2020 (2)

Evidence¶

Krausen 2020¶

Krausen, K., Caparas, R., Ripma, T., & Willis, J. (2020). Strategic resource allocation for the 21st century: How state leaders can address the silent recession. WestEd. https://www.wested.org/resources/strategic-resource-allocation/

q2 · i? · review · r2

The report states, citing Willis, Doutre, & Berg-Jacobson (2019), that "differentiating resources in these ways can lead to improved outcomes for students with disabilities," referring to funding differentiated by disability, disability category, or student need. The study's design is not described in the report.

"A recent weighting study showed differentiating resources in these ways can lead to improved outcomes for students with disabilities (Willis, Doutre, & Berg-Jacobson, 2019)."

Krausen 2020 (2)¶

Krausen, K., Caparas, R., Ripma, T., & Willis, J. (2020). Strategic resource allocation for the 21st century: How state leaders can address the silent recession. WestEd. https://www.wested.org/resources/strategic-resource-allocation/

q2 · i? · review · r2

The report describes the Maryland adequacy study's new metric — "progress toward each student's Individualized Education Program (IEP) goals, adjusted for the amount of time since each IEP goal was developed" — used with cost function analysis to calculate short-term and long-term investment recommendations.

"Maryland's recent adequacy study (Willis, Doutre, & Berg-Jacobson, 2019) established a new metric for studying outcomes of students with disabilities: progress toward each student's Individualized Education Program (IEP) goals, adjusted for the amount of time since each IEP goal was developed."

Discussion¶

Related Claims¶

• Additional special education costs vary substantially by primary disability category — a narrower finding that bears on this claim
• Students with disabilities cost 50.5 percent more to educate to comparable academic growth than peers without disabilities — related
• Self-determination skills instruction for students with disabilities increases self-determination on some measures but not others — related
• Self Directed IEP Increases Student Participation — related
• Progress monitoring is needed to guide next steps in planning and providing instruction and interventions — related
• Educating a student with disabilities costs approximately twice as much, on average, as educating a student without a disability — related
• Texas's current funding system is progressive for several need factors, but the additional spending may not be enough for equal opportunity — a broader claim this one bears on
• Increases in school funding can improve student outcomes when funds support the specific needs of students — a broader claim this one bears on