§1464 — Title 20 Education | U.S. Code

§1464 Studies and Evaluations

Title 20 › Chapter 33— EDUCATION OF INDIVIDUALS WITH DISABILITIES › Subchapter IV— NATIONAL ACTIVITIES TO IMPROVE EDUCATION OF CHILDREN WITH DISABILITIES › Part B— Personnel Preparation, Technical Assistance, Model Demonstration Projects, and Dissemination of Information › § 1464

Last updated Apr 5, 2026|Official source

Summary

The Secretary must give most of the work to the Director of the Institute of Education Sciences, except for the yearly report to Congress and one other required study about certain state policies. The Secretary, directly or by funding outside groups through competitive grants or contracts, must check how well the law is being put into action. That includes measuring whether States and local schools are providing a free appropriate public education to children with disabilities and early intervention services to infants and toddlers who have or may have serious developmental delays. A national assessment must show how well the law meets its goals, and must give useful information to the President, Congress, States, local school districts, and the public. The study will look at program implementation and impact on children’s development and academic achievement; which programs work best; the effect of teacher training; and many school outcomes such as test performance (including alternate tests), participation in general classes, transitions at key ages, placement in the least restrictive setting, dropout prevention, reading and literacy, overidentification of disabilities (especially for minority and limited English proficient children), parent involvement, and dispute resolution. An interim report was due no later than 3 years after December 3, 2004, and a final report was due no later than 5 years after December 3, 2004. The Secretary must also run studies on alternate assessments (who is eligible, how many take them, validity, alignment with State standards in reading, math, and science, and how well they measure student progress). Each year the Secretary must report to Congress summarizing research, State data, the studies and timelines, assessment progress, and findings from State reviews. The Secretary may fund objective studies on program results, professional development needs, reducing disciplinary actions, services for minority children (including data on referrals, placements, graduation, and dropouts), and long-term outcomes for ages 3–17 and 18–21. Finally, the Secretary must study and report to Congress on how States adopt the policies in section 1435(c)(1) and what effects those policies have.

Title 20, §1464

Education — Source: USLM XML via OLRC

(a)(1)The Secretary shall delegate to the Director of the Institute of Education Sciences responsibility to carry out this section, other than subsections (d) and (f).

(2)The Secretary shall, directly or through grants, contracts, or cooperative agreements awarded to eligible entities on a competitive basis, assess the progress in the implementation of this chapter, including the effectiveness of State and local efforts to provide—

(A)a free appropriate public education to children with disabilities; and

(B)early intervention services to infants and toddlers with disabilities, and infants and toddlers who would be at risk of having substantial developmental delays if early intervention services were not provided to the infants and toddlers.

(b)(1)The Secretary shall carry out a national assessment of activities carried out with Federal funds under this chapter in order—

(A)to determine the effectiveness of this chapter in achieving the purposes of this chapter;

(B)to provide timely information to the President, Congress, the States, local educational agencies, and the public on how to implement this chapter more effectively; and

(C)to provide the President and Congress with information that will be useful in developing legislation to achieve the purposes of this chapter more effectively.

(2)The national assessment shall assess activities supported under this chapter, including—

(A)the implementation of programs assisted under this chapter and the impact of such programs on addressing the developmental needs of, and improving the academic achievement of, children with disabilities to enable the children to reach challenging developmental goals and challenging State academic content standards based on State academic assessments;

(B)the types of programs and services that have demonstrated the greatest likelihood of helping students reach the challenging State academic content standards and developmental goals;

(C)the implementation of the professional development activities assisted under this chapter and the impact on instruction, student academic achievement, and teacher qualifications to enhance the ability of special education teachers and regular education teachers to improve results for children with disabilities; and

(D)the effectiveness of schools, local educational agencies, States, other recipients of assistance under this chapter, and the Secretary in achieving the purposes of this chapter by—

(i)improving the academic achievement of children with disabilities and their performance on regular statewide assessments as compared to nondisabled children, and the performance of children with disabilities on alternate assessments;

(ii)improving the participation of children with disabilities in the general education curriculum;

(iii)improving the transitions of children with disabilities at natural transition points;

(iv)placing and serving children with disabilities, including minority children, in the least restrictive environment appropriate;

(v)preventing children with disabilities, especially children with emotional disturbances and specific learning disabilities, from dropping out of school;

(vi)addressing the reading and literacy needs of children with disabilities;

(vii)reducing the inappropriate overidentification of children, especially minority and limited English proficient children, as having a disability;

(viii)improving the participation of parents of children with disabilities in the education of their children; and

(ix)resolving disagreements between education personnel and parents through alternate dispute resolution activities, including mediation.

(3)The Secretary shall submit to the President and Congress—

(A)an interim report that summarizes the preliminary findings of the assessment not later than 3 years after December 3, 2004; and

(B)a final report of the findings of the assessment not later than 5 years after December 3, 2004.

(c)The Secretary shall carry out a national study or studies to examine—

(1)the criteria that States use to determine—

(A)eligibility for alternate assessments; and

(B)the number and type of children who take those assessments and are held accountable to alternative achievement standards;

(2)the validity and reliability of alternate assessment instruments and procedures;

(3)the alignment of alternate assessments and alternative achievement standards to State academic content standards in reading, mathematics, and science; and

(4)the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes specific to individualized instructional need.

(d)The Secretary shall provide an annual report to Congress that—

(1)summarizes the research conducted under part E of the Education Sciences Reform Act of 2002 [20 U.S.C. 9567 et seq.];

(2)analyzes and summarizes the data reported by the States and the Secretary of the Interior under section 1418 of this title;

(3)summarizes the studies and evaluations conducted under this section and the timeline for their completion;

(4)describes the extent and progress of the assessment of national activities; and

(5)describes the findings and determinations resulting from reviews of State implementation of this chapter.

(e)In carrying out this section, the Secretary may support objective studies, evaluations, and assessments, including studies that—

(1)analyze measurable impact, outcomes, and results achieved by State educational agencies and local educational agencies through their activities to reform policies, procedures, and practices designed to improve educational and transitional services and results for children with disabilities;

(2)analyze State and local needs for professional development, parent training, and other appropriate activities that can reduce the need for disciplinary actions involving children with disabilities;

(3)assess educational and transitional services and results for children with disabilities from minority backgrounds, including—

(A)data on—

(i)the number of minority children who are referred for special education evaluation;

(ii)the number of minority children who are receiving special education and related services and their educational or other service placement;

(iii)the number of minority children who graduated from secondary programs with a regular diploma in the standard number of years; and

(iv)the number of minority children who drop out of the educational system; and

(B)the performance of children with disabilities from minority backgrounds on State assessments and other performance indicators established for all students;

(4)measure educational and transitional services and results for children with disabilities served under this chapter, including longitudinal studies that—

(A)examine educational and transitional services and results for children with disabilities who are 3 through 17 years of age and are receiving special education and related services under this chapter, using a national, representative sample of distinct age cohorts and disability categories; and

(B)examine educational results, transition services, postsecondary placement, and employment status for individuals with disabilities, 18 through 21 years of age, who are receiving or have received special education and related services under this chapter; and

(5)identify and report on the placement of children with disabilities by disability category.

(f)The Secretary shall study, and report to Congress regarding, the extent to which States adopt policies described in section 1435(c)(1) of this title and on the effects of those policies.

Notes & Related Subsidiaries

Editorial Notes

References in Text

The Education Sciences Reform Act of 2002, referred to in subsec. (d)(1), is title I of Pub. L. 107–279, Nov. 5, 2002, 116 Stat. 1941. Part E of the Act is classified generally to part E (§ 9567 et seq.) of subchapter I of chapter 76 of this title. For complete classification of this Act to the Code, see

Short Title

note set out under section 9501 of this title and Tables.