K-12 public education is Virginia’s sacred cow. The Standards of Quality put massive spending increases on auto-pilot. Legislators act as if their job is simply to find the funds to pay for it all. No one dares question how the schools operate: There is very little talk about reforming the delivery of K-12 education in Virginia. And what little there is gets no mention in the Mainstream Media.
From time to time, though, issues do surface. The Virginia Department of Education recently issued a study that says about 90 of Virginia’s 132 school districts have shifted a disproportionately large percentage of minority students into special-education classes. Special ed, it appears, is often regarded as a dumping ground for disorderly students.
The Richmond Times-Dispatch article touches upon the issues raised in the report — are children being unfairly labeled as emotionally disturbed? – but fails to ask any larger questions. fortunately, I do have a few questions.
- Between 1997 and 2004 (the latest year for which figures are available on the Department of Education website), school enrollment increased 8.5 percent to 1,204,808. Over the same period, special education enrollment increased 18 percent to 175,577 — more than twice as rapidly. Why?
- Could the increase in the number of special ed students have anything to do with larger state reimbursements for special ed students?
- Could the increase in the number of special ed students have anything to do with SOL scores? I don’t know the answer, I’m just asking: Are special ed students excluded, or treated differently, in the calculations of school and district performance?
- What percentage of “special ed” students are successfully integrated back into the mainstream school body? In other words, is there any evidence that special ed students are actually being helped?
These are the kinds of questions that our legislators should be asking instead of signing carte blanche checks for Virginia school systems.
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