States’ Accountability and Progress in Serving Young Children With Disabilities

Abstract

Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included.