Education Week - August 21, 2013 - 8

8 EDUCATION WEEK AUGUST 21, 2013 www.edweek.org
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Siblings’ Disabilities
Linked to Academics
For Brothers, Sisters
By Sarah D. Sparks
New York City
While schools are required to
provide academic support for
students with disabilities, a new
study suggests the nondisabled
siblings of disabled students may
also be academically at risk.
Those brothers and sisters are
Diplomas Count 2013
STATE GRADUATION BRIEFS
These special policy reports feature concise tables,
charts, and graphics to put the issues in context.
See how your state compares with detailed statespecific
data on:
Maryland—State Highlights 2013
>> Current graduation rates
>> State requirements for earning
a high school diploma
>> Trends over time
>> And more!
U.S. Public Schools Producing Fewer Dropouts, but 1 Million Fail to Graduate
Nationally, 1million members of the public high school class of 2013 will fail to graduate with a diploma. That amounts to a loss of nearly 6,000
students from the U.S. graduation pipeline every school day or one student every 20 seconds.
Projection of Graduates and Nongraduates
Class of 2013:
1 Million Students
Will Fail to Graduate
Diplomas Count uses the
Cumulative Promotion
Index (CPI) method to
measure high school
graduation rates as the
percent of 9th graders who
will earn a diploma four
years later. The center can
project the expected
numbers of graduates and
nongraduates for the class
of 2013 by multiplying the
CPI value for 2009-10 by
the number of 9th grade
students enrolled that
year.
3.9 Million
9th Graders in 2009-10










Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
2.9 Million
Graduates in 2013








Download your PDF to learn about
progress and challenges in your state at:
= Approximately
39,000 students
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
1 Million
Nongraduates in 2013



Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
U.S.
Projected outcomes
2012-13
9th graders
2009-2010
63,204
9,986
75,561
37,067
510,642
63,509
42,318
10,768
3,799
212,647
144,546
15,327
20,760
170,304
79,606
37,017
37,078
53,524
53,497
14,025
74,731
58,657
132,188
62,463
40,083
73,088
11,537
22,706
34,709
17,000
106,108
28,880
222,120
126,537
7,572
140,472
48,797
42,582
138,411
11,446
61,357
10,247
77,565
381,570
38,019
6,786
101,206
83,463
23,456
69,090
6,695
3,914,726
www.edweek.org/go/dc13/sgb
Editorial Projects in Education Research Center ▪ www.edweek.org/rc
NEW BOOK FROM
EDUCATION WEEK PRESS
& JOSSEY-BASS
Edited by the co-directors of the
Harvard Urban Superintendents
Program, this book explores the ways
in which superintendents can make a
difference in the lives of each child,
every day, by being knowledgeable
about and driven by what happens in
the classroom.
Graduates
44,036
6,484
49,376
26,675
364,370
44,601
33,684
7,807
2,412
160,078
91,852
10,195
15,945
132,019
62,297
30,180
29,380
42,067
35,111
10,906
56,814
45,749
91,944
48,850
25,694
57,801
8,726
17,081
21,279
13,018
85,017
16,329
175,958
86,174
6,379
105,383
34,033
31,901
113,631
7,807
37,630
7,503
61,308
274,343
28,716
5,686
78,308
56,127
17,381
55,706
5,157
2,876,908
Nongraduates
19,168
3,502
26,185
10,392
146,272
18,908
8,634
2,961
1,387
52,569
52,694
5,132
4,815
38,285
17,309
6,837
7,698
11,457
18,386
3,119
17,917
12,908
40,244
13,613
14,389
15,287
2,811
5,625
13,430
3,982
21,091
12,551
46,162
40,363
1,193
35,089
14,764
10,681
24,780
3,639
23,727
2,744
16,257
107,227
9,303
1,100
22,898
27,336
6,075
13,384
1,538
1,037,818
Total
students lost
each school
day
106
19
145
58
813
105
48
16
8
292
293
29
27
213
96
38
43
64
102
17
100
72
224
76
80
85
16
31
75
22
117
70
256
224
7
195
82
59
138
20
132
15
90
596
52
6
127
152
34
74
9
5,766
60 percent more likely to drop out
of school than students without
disabled siblings, according to a
University of California, Riverside,
study, presented at the annual
American Sociological Association
conference here. Moreover, sisters
of disabled students are particularly
disadvantaged. They complete
one-plus years less schooling than
girls with nondisabled siblings.
“This is a pretty large percent-
age of our children, and they have
pretty large impacts on their families,”
said Anna Penner, the study’s
author and a sociology researcher at
the University of California, Irvine.
“Disabled children tend to require
more resources,” she said. “So the
family’s resources could be centered
on that child and the sibling could
have less.”
About 6.4 million students ages
3 to 21 have a disability, accounting
for 13 percent of P-12 public
schoolchildren, according to the
most recent 2010-11 data from
the National Center for Education
Statistics. Based on those data, Ms.
Penner estimated a third or more
students may have at least one sibling
with a disability.
“We know autism is something
1/5 H
8
CD
Included
Robert S. Peterkin | Deborah Jewell-Sherman
Laura Kelley | Leslie Boozer | EDITORS
-Sherman
RS
Diplomas Count 2013
STATE GRADUATION BRIEFS
These special policy reports feature concise
tables, charts, and graphics to put the issues
in context. See how your state compares
with detailed state-specific data on:
>> Current graduation rates
>> State requirements for earning
a high school diploma
>> Trends over time
>> And more!
Every Child
Every Classroom
Every Day
h
SCHOOL LEADERS WHO
ARE MAKING EQUITY A REALITY
Download your PDF to learn about
progress and challenges in your state at:
ORDER TODAY!www.edweek.org/go/dc13/sgb
www.edweek.org/go/books
JOSSEY-BASS
IN PARTNERSHIP WITH
that happens to the whole family,”
said Lisa Goring, the vice president
for family services for Autism
Speaks, a New York City-based
advocacy group. “The stressors are
unique to each family, but in general,
parents have to spend a lot of
time managing the education of the
student with autism and the services
involved, and that can make
it challenging to provide support
and spend time with the siblings.”
Prior studies have shown that
having a child with disabilities
can cause general family stress:
Parents have a higher risk of divorce
and mothers a higher risk of
depression. Yet other studies have
shown siblings of students with
disabilities can have better social
skills and compassion than those
without such siblings.
Families Affected
The study looks at more than
5,200 young adults ages 19 and
older, who participated in the
National Longitudinal Survey of
Youth from 1986 to 2010. Each of
the young people in the group had
at least one sibling, and 1,974 of
them had a sibling with a disability.
The siblings mentioned in the
study had a wide range of moderate
to severe disabilities, including
deafness, autism, epilepsy, chronic
nervous disorders, and severe
physical or medical conditions. Ms.
Penner said she plans to break
down the effects of individual disabilities
on students’ brothers and
sisters in a future study.
After controlling for differences in
students’ race, socioeconomic status,
birth order, and family size, the
study shows that women who had a
sibling with a disability completed
.62 fewer years of schooling—more
than a semester’s worth of credit—
than women with typically developing
siblings. If a girl had a sibling
with disabilities, her likelihood of
dropping out of high school jumped
from 15 percent to 27 percent—
wiping out the gender gap that normally
favors girls’ graduation rates.
Dwindling Time
Brothers were not as deeply affected
by their siblings’ disability.
For men overall, the difference
between having a disabled or typically
developing sibling was not
significantly different when it came
to academic achievement. Older
brothers of disabled children proved
slightly more likely to complete
high school and additional years of
schooling, while younger brothers
and sisters of any age showed fewer
years of schooling and less likelihood
to graduate from high school.
However, for each additional sib-
ling in the family, the brother or sister
of a disabled student completed
on average .13 fewer years of school,
further suggesting that families
struggled to provide enough time
and resources for all their children
when one required particular care.
Ms. Goring noted that schools
and community organizations
often provide support programs for
siblings of students with disabilities—such
as the Seattle-based
Sibling Support Project—but those
usually focus on social support, as
students with disabilities and their
siblings are at a higher risk of bullying.
She knew of no academic
programs targeting siblings of students
with disabilities.
Ms. Penner, the study’s author,
suggested that families may have
different expectations for the brothers
and sisters of a disabled child.
For example, prior studies have
found sisters tend to perform eight
hours more “care work”—such
as baby-sitting or cooking for the
family—than their brothers each
week. And interviews with brothers
of disabled siblings have suggested
they feel more pressure to
succeed academically to “make up
for” a disabled sibling’s challenges
and be able to provide for him or
her financially.
Scan this tag with your
smartphone for a link to
“The Effects of Having a
Disabled Sibling During
Childhood on Young Adult Educational
Attainment.” www.edweek.org/links.
Maryland— State Highlights 2013
Defining Readiness – College & Work
Readiness Policies (2012-13)
College Readiness
State has defined college readiness
How college readiness is defined
Approaches to defining readiness include: courses, skills, standards, and tests
Work Readiness
State has defined work readiness
How work readiness is defined
Approaches to defining readiness include: courses, skills, standards, and tests
Distinct Definitions
K-12 college-readiness and work-readiness definitions are different
Definitions of college and work readiness are distinct
—Indicates not applicable
No
5
Yes
Courses, skills,
standards
Yes
Skills, standards
This table describes state policies related to college
and work readiness.
Maryland
Nation
Number of states nationwide
38
—
38
—
A National Perspective
The EPE Research Center began tracking
states' progress in defining college
readiness in 2007. As of that year, 11
states had described the skills and
knowledge students need in order to be
prepared for postsecondary education.
By 2013, a total of 38 states had done so,
with six additional states indicating that
work on a definition is in progress. While
this trend suggests that college readiness
is receiving increased attention from
policymakers, 13 states have yet to
complete the process of identifying the
key benchmarks college-ready students
should meet.
SOURCE: EPE Research Center, 2013
Editorial Projects in Education Research Center ▪ www.edweek.org/rc
11
Maryland— State Highlights 2013
Defining Readiness – College & Work
Readiness Policies (2012-13)
College Readiness
State has defined college readiness
How college readiness is defined
Approaches to defining readiness include: courses, skills, standards, and tests
Work Readiness
State has defined work readiness
How work readiness is defined
Approaches to defining readiness include: courses, skills, standards, and tests
Distinct Definitions
K-12 college-readiness and work-readiness definitions are different
Definitions of college and work readiness are distinct
—Indicates not applicable
No
5
Yes
Courses, skills,
standards
Yes
Skills, standards
This table describes state policies related to college
and work readiness.
Maryland
Nation
Number of states nationwide
38
—
38
—
A National Perspective
The EPE Research Center began tracking
states' progress in defining college
readiness in 2007. As of that year, 11
states had described the skills and
knowledge students need in order to be
prepared for postsecondary education.
By 2013, a total of 38 states had done so,
with six additional states indicating that
work on a definition is in progress. While
this trend suggests that college readiness
is receiving increased attention from
policymakers, 13 states have yet to
complete the process of identifying the
key benchmarks college-ready students
should meet.
SOURCE: EPE Research Center, 2013
Editorial Projects in Education Research Center ▪ www.edweek.org/rc
11
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Education Week - August 21, 2013

Table of Contents for the Digital Edition of Education Week - August 21, 2013
