The National Center for Education Statistics of the Institute for Education Sciences has released The Condition of Education: 2016. The 347 page report contains a wealth of data about public education in the United States. You can read the entire report here. A summary of the highlights are available here.
Here are some excerpts:
"From school years 1990–91 through 2004–05, the
number of children and youth ages 3–21 who received special education services increased from 4.7 million,
or 11 percent of total public school enrollment, to
6.7 million, or 14 percent of total public school
enrollment. Both the number and percentage of students
served under IDEA declined from 2004–05 through
2011–12. There was evidence that the number and
percentage of students served leveled off in 2012–13 and
2013–14. By 2013–14, the number of students served
under IDEA was 6.5 million, or 13 percent of total public
school enrollment.
In school year 2013–14, a higher percentage of children
and youth ages 3–21 received special education services
under IDEA for specific learning disabilities than for
any other type of disability. A specific learning disability
is a disorder in one or more of the basic psychological
processes involved in understanding or using language,
spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do
mathematical calculations. In 2013–14, some 35 percent
of all students receiving special education services had
specific learning disabilities, 21 percent had speech or
language impairments, and 13 percent had other health
impairments (including having limited strength, vitality,
or alertness due to chronic or acute health problem such as a heart condition, tuberculosis, rheumatic fever,
nephritis, asthma, sickle cell anemia, hemophilia, epilepsy,
lead poisoning, leukemia, or diabetes). Students with
autism, intellectual disabilities, developmental delays, or
emotional disturbances each accounted for between 5 and 8 percent of students served under IDEA. Students with
multiple disabilities, hearing impairments, orthopedic
impairments, visual impairments, traumatic brain injuries,
or deaf-blindness each accounted for 2 percent or less of
those served under IDEA. In school year 2013–14, children and youth ages 3–21
served under IDEA as a percentage of total enrollment
in public schools differed by race/ethnicity. The
percentage of students served under IDEA was highest
for American Indian/Alaska Native students (17 percent),
followed by Black students (15 percent), White students
(13 percent), students of Two or more races (12 percent),
Hispanic students (12 percent), Pacific Islander students
(11 percent), and Asian students (6 percent). In most
racial/ethnic groups, the percentage of children and
youth receiving services for specific learning disabilities
combined with the percentage receiving services for
speech or language impairments accounted for over
50 percent of children and youth served under IDEA.
The percentage distribution of various types of special
education services received by students ages 3–21 in
2013–14 differed by race/ethnicity. For example, the
percentage of students with disabilities receiving services under IDEA for specific learning disabilities was lower
among Asian students (22 percent) than among students
overall (35 percent). However, the percentage of students
with disabilities receiving services under IDEA for autism
was higher among Asian students (19 percent) than among
students overall (8 percent). Additionally, of students who
were served under IDEA, 8 percent of Black students and
7 percent of students of Two or more races, compared to
5 percent of students served under IDEA overall, received
services for emotional disturbances. Among children and
youth who received services under IDEA, the percentages
of American Indian/Alaska Native students (10 percent),
Pacific Islander students (8 percent), and students of
Two or more races (8 percent) who received services for
developmental delays were higher than the percentage
of students overall receiving services for developmental
delays (6 percent).
Separate data on special education services for males and
females are available only for students ages 6–21. Among
those 6- to 21-year-olds enrolled in public schools in
2013–14, a higher percentage of males (16 percent) than
females (9 percent) received special education services
under IDEA. The percentage distribution of students
ages 6–21 who received various types of special education
services in 2013–14 differed by sex. For example, the percentage of students served under IDEA who received
services for specific learning disabilities was higher among
female students (44 percent) than among male students
(37 percent), while the percentage served under IDEA
who received services for autism was higher among
male students (11 percent) than among female students
(4 percent).
Educational environment data are available for students
ages 6–21 served under IDEA. About 95 percent of
children and youth ages 6–21 who were served under
IDEA in 2013–14 were enrolled in regular schools.
Some 3 percent of students ages 6–21 who were served
under IDEA were enrolled in separate schools (public
or private) for students with disabilities; 1 percent were
placed by their parents in regular private schools; and
less than 1 percent each were in separate residential
facilities (public or private), homebound or in hospitals,
or in correctional facilities. Among all students ages
6–21 who were served under IDEA, the percentage who
spent most of the school day (i.e., 80 percent or more
of time) in general classes in regular schools increased
from 33 percent in 1990–91 to 62 percent in 2013–14.
In contrast, during the same period, the percentage of
those who spent 40 to 79 percent of the school day in
general classes declined from 36 to 19 percent, and the
percentage of those who spent less than 40 percent of
time inside general classes also declined, from 25 to
14 percent. In 2013–14, the percentage of students served under IDEA who spent most of the school day in general
classes was highest for students with speech or language
impairments (87 percent). Approximately two-thirds of
students with specific learning disabilities (68 percent),
visual impairments (65 percent), other health impairments
(64 percent), and developmental delays (63 percent) spent
most of the school day in general classes. In contrast,
16 percent of students with intellectual disabilities and
13 percent of students with multiple disabilities spent
most of the school day in general classes.
Data are also available for students ages 14–21
served under IDEA who exited school during school
year 2012–13, including exit reason. In 2012–13,
approximately 396,000 students ages 14–21 who received
special education services under IDEA exited school:
almost two-thirds (65 percent) graduated with a regular
high school diploma, 14 percent received an alternative
certificate,1 19 percent dropped out, 1 percent reached
maximum age, and less than one-half of 1 percent died.
Of the students ages 14–21 served under IDEA who
exited school, the percentage who graduated with a
regular high school diploma was highest among White
students (72 percent) and lowest among Black students
(55 percent). The percentage of students served under
IDEA who received an alternative certificate was highest
among Black students (19 percent) and lowest among
American Indian/Alaska Native students (9 percent). The
percentage of students served under IDEA who exited
special education due to dropping out in 2012–13 was
highest among American Indian/Alaska Native students
(27 percent) and lowest among Asian students (9 percent).
The percentage of students ages 14–21 served under
IDEA who graduated with a regular high school diploma in 2012–13 differed by type of disability. The percentage
of students ages 14–21 served under IDEA who
graduated with a regular high school diploma was highest
among students with visual impairments (77 percent)
and lowest among those with intellectual disabilities
(43 percent). The percentage of students served under
IDEA who received an alternative certificate was highest
among students with intellectual disabilities (33 percent)
and lowest among students with speech or language
impairments (9 percent). The percentage of students
served under IDEA who dropped out in 2012–13 was
highest among students with emotional disturbance
(35 percent) and lowest among students with autism
(7 percent)."
Check out this report for all sorts of other education data.
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