News Release

NEA Backs High Expectations,
Fair Assessments for
Special Needs Students

'Quality Counts 2004' report
reflects educators' push for standards

Washington, D.C -- The National Education Association (NEA) believes that all children must be included in school accountability systems, but in a way that is accurate and appropriate.  In a report released today, Education Week's "Quality Counts 2004" shows that teachers overwhelmingly support high expectations and fair measurements for special needs students.

"All children, whether disabled or not, can make great achievements," said Reg Weaver, NEA president.  "But in order to make great public schools for every child, we need to remember that we're teaching individual children-each with his or her own needs and abilities.  And any assessments we use should reflect those differences."

With the increased testing requirements of the "No Child Left Behind" law, Weaver called on states to provide high-quality "alternate assessments" for students with disabilities who need these forms of assessment to accurately measure their achievement.  "Quality Counts" found inadequate testing accommodations for many students with disabilities.

NEA, on behalf of its 2.7 million members, is urging Congress and the states to increase support for professional development programs, which will lead to educators having sufficient training and time to appropriately assess their students.

Congress plans to rewrite the federal special education law this year.  NEA asks lawmakers to ensure the Individuals with Disabilities Education Act emerges with full funding, clarification that state-licensed special educators are "highly qualified" teachers under federal law, improved services for students and their families, enhanced educator training and improved learning conditions for students.

January 7, 2004

For More Information:
NEA Communications: 202 822-7200

###

The National Education Association is the nation’s largest professional employee organization, representing 2.7 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.