BoardBuzz read with suspicion the claim of a new Manhattan Institute report that private school vouchers can “slow the unnecessary growth” in special education. The report concluded that vouchers deter the financial incentive for public schools to over-identify students with specific learning disabilities since an SLD diagnosis would make the student eligible for vouchers.
This conclusion over-simplified the many complex factors involving a diagnosis such as the characteristics of the student, the services and interventions needed, etc. Just because a public school saw a reduction in the percentage of diagnoses, one cannot automatically attribute the reason to the presence of private schools. In fact, the 2004 reauthorization of the federal IDEA (Individuals with Disabilities Education Act) requires schools to use early interventions prior to identification of a disability. This practice helps schools more accurately identify students who need special education services, therefore reducing potential identification.
The more important question here is whether these voucher students receive appropriate services and education after they leave the public school. Has their performance improved? Did they exit special education because they no longer need it? How are the voucher schools being held accountable? However, there are no answers to any of these questions because the information is not available to make an assessment.
The Manhattan report used Florida’s McKay program (which provides vouchers to students with disabilities) to gauge the changes in the percentage of students diagnosed with a disability in public schools. However, BoardBuzz wonders what good is the program if it doesn’t improve student outcomes but simply reduces the number of students diagnosed? Despite its popularity, the McKay program has not been proven effective, see the research here, and has not held participating private schools accountable for student outcomes. In fact, when parents take their children out of the public school to attend a voucher school, they give up a multitude of rights afforded under the IDEA. There are no requirements for participating private schools to report any information on student outcomes or follow any due process procedures. As much as the No Child Left Behind Act has sparked new attention to raising the academic achievement of students with disabilities, vouchers are taking this accountability movement a giant step backward.
For more information on why vouchers are a bad policy, see NSBA‘s Voucher Strategy Center.
