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National Assessments of IDEA Mandated by Congress:
The National Longitudinal Studies
Findings of these studies (funded by the Office of Special Education Programs)
are reported to Congress and form a basis for the development of public policy
on education for students with disabilities.
NATIONAL EARLY INTERVENTION LONGITUDINAL STUDY (NEILS), SRI International -
This is the national study of infants, toddlers, and their families receiving early intervention services under IDEA. The research focuses on: (a) Who are the children
and families receiving early intervention services?; (b) What early intervention services do participating children and families receive, and how are those services delivered?; (c) What are the costs of these services?; (d) What outcomes do participating children and families experience?; and (e) How do outcomes relate to variations in child and family characteristics and services provided? Early reports and summaries are available at the web site.
http://www.sri.com/neils/
NATIONAL LONGITUDINAL TRANSITION STUDIES (NLTS and NLTS2), SRI International -- In 1987, the federal Office of Special Education Programs launched the six-year National Longitudinal Transition Study, which generated nationally representative information about secondary school-aged youth who were receiving special education services at the time. The second study was commissioned in 2000 to assess the current status of youth with disabilities and how they differ from their predecessors. Current information is shown at the NLTS web site. Also, the NLTS2 report called "A Changing Population: Individual and Household Characteristics of High School Students with Disabilities" is available in Section II of OSEP's 24th Annual Report to Congress on the Implementation of IDEA.
http://www.nlts2.org (NLTS web site)
http://www.ed.gov/about/reports/annual/osep/2002/index.html (Annual Report, Section II)
PRE-ELEMENTARY EDUCATION LONGITUDINAL STUDY (PEELS), Westat - Beginning in April 2003, PEELS is following more than 3,000 children with disabilities (age 3-5) as they progress through preschool and into their early elementary years. Research focuses on (a) the characteristics of children receiving preschool special education; (b) the preschool programs and services they receive; (c) their transitions (from early intervention to preschool; from preschool to elementary school); (d) results that they achieve in preschool, kindergarten, and early elementary grades; (e) factors that help to produce better results. Questionnaires are shown at the web site, and sequences of additional information will follow.
http://www.peels.org/
SPECIAL EDUCATION ELEMENTARY LONGITUDINAL STUDY (SEELS), SRI International and Research Triangle Institute - From 2000 to 2006, SEELS is documenting the school experiences of a national sample of students as they move from elementary to middle school and from middle to high school. The study is designed to assess change in these areas over time. Data cover a wide range of topics, including student and household characteristics, students' functional skills, parental involvement and expectations, school experiences, social skills, and others. Early information is becoming available at the web site.
http://www.seels.net/
STUDY OF STATE AND LOCAL IMPLEMENTATION AND IMPACT OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (SLIIDEA), Abt Associates - Funded by the federal Office of Special Education Programs, this national longitudinal study is examining how the IDEA Amendments of 1997 have been implemented by States, districts, and schools, particularly with regard to (a) student performance,
(b) access to the curriculum, (c) behavioral supports, (d) parent involvement, and
(d) transitions of young children to school and of youth to adult life. Reports and other materials are shown at the web site.
http://www.abt.sliidea.org
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