Special-ed students continue to underperform

Recently released New York State School Report Card data show that the high school graduation rate for Nassau County for 2023 was 94%; Suffolk's rate was 91%.

But these rates tell only part of the story. They represent average data for 10 subgroups, each with its own graduation rate. For example, for Nassau and Suffolk, the graduation rate for students with disabilities was identical at 82%. Only English language learners, migrants, and students who are homeless or in foster care had lower graduation rates. When you consider that 92% of all students with disabilities attend local public schools and are educated for at least part of the day in general education classrooms, and that the majority have mild disabilities, their graduation rate was significantly low.

The data also highlights shortcomings in the kind of diploma students with disabilities received. The two top diplomas are Regents with Advanced Designation and the basic Regents diploma. In Nassau, 95% of general education students received one of those two diplomas, but only 79% of students with disabilities. The numbers were similar in Suffolk.

The greatest disparity was in the percentage receiving the advanced designation diploma — 72% for general education students vs. 18% for students with disabilities in Nassau, and 60% of general education students vs. 12% of student with disabilities in Suffolk.

One rarely reported non-diploma statistic is the percentage of students still enrolled or remaining in high school after four years — 4% for general education students in Suffolk vs. 14% for students with disabilities. Nassau's numbers were nearly identical. The level of diploma received reflects the course of study and rigor of the curriculum. This becomes the gateway to college, increased career opportunities, and sustained socio-economic independence.

These low achievement levels for students with disabilities are disturbing, but not solely a high school concern. The foundation for high school success begins in elementary school. And report card data for grades 3-8 from sample schools in Nassau and Suffolk counties show that proficiency for general education students is about three to four times higher in English language arts and two to three times higher in math than for students with disabilities.

Fortunately, raising outcomes for students with disabilities is not difficult; no extra money or staff is needed. The solution lies in all stakeholders understanding that special education students with mild disabilities can do better. They need to be academically challenged like their non-handicapped peers. Current data suggest this is not happening.

Teachers instructing students with disabilities must demand more of these capable students. In a survey described in The Hechinger Report, special education students nationwide reported their schools had low expectations of them regardless of their ability level or future plans.

Rather than simply expose these students to the regular education curriculum, teachers should teach it and not water it down. The student with disabilities label gives no guidance on the level of content to be taught; it outlines and suggests instructional strategies needed for students to achieve. Their homework should reflect the same level of content given to non-handicapped peers. Parents need to actively monitor what is being taught.

We cannot pretend that students with disabilities are receiving an appropriate education when they are falling short of their abilities. As we approach the 50th anniversary this fall of what became known as the Individual with Disabilities Education Act, which intended to bring public education access to students with disabilities, it's time to remember that intention and work harder to achieve its promise.

This guest essay reflects the views of Philip S. Cicero, retired superintendent of Lynbrook Public Schools.