News Articles

December 20, 2007

The Special Education Bridge to Nowhere

By CURTIS G. HIER

The recent study by the Joint Fiscal Office on our tax burden in Vermont reminds me of another JFO study done a few years ago. In 2001, the JFO was put in charge of studying special education costs. It enlisted a working group that included special educators, professional disability advocates, and the "Big Three" of the education lobby — including, of course, Joel Cook of the Vermont-NEA.

Given the makeup of the working group, it should not be a surprise that the study identified growing costs that were beyond anybody's control, and it recommended that the problem be studied further. Herein lies the problem of special education cost containment. Those who potentially have the answers to the problem of spending are the stakeholders who benefit from the spending.

At Vermont Tiger (www.vermonttiger. com), we have some great ideas for identifying and tackling the real cost drivers of education spending in Vermont. And we have some great resources at our disposal. We are a nonprofit organization that promotes sound and sustainable economic growth in Vermont.

We've started to post regular investigative reports on our site that expose certain practices of the education community, and we are watching particularly for examples of ineffective spending. In special education, while there are dedicated professionals and certainly pockets of success throughout Vermont, there are plenty of examples to be found of inefficient spending and poor results. And looking at the results statewide, it appears that we're building a virtual bridge to nowhere.

Special education spun out of control in the 1990s. Special education professional staff increased by 42 percent, while paraprofessional staff increased by an amazing 139 percent. Overall special education expenditures rose at a rate of 150 percent. We went from spending $51 million to spending $128 million on these programs.

Since Act 117 was passed in 2000, special education programs have slowed their growth rate a bit. They had to. They couldn't possibly maintain the pace of the 1990s. Still, the growth is formidable. Now we spend well over $200 million on these programs. And yet, despite the spending levels, we are seeing abysmally low and essentially flat achievement scores among special needs students.

Part of the problem has been that the cost drivers have been overstated and taken advantage of by the special education community. For instance, there is a perception that litigation is common and that parents always win. But in the last three years, 13 due process cases were disposed of by hearing officers. Six decisions clearly found for the school district. Five found for the parents. And two included partial findings. Three of the 13 cases ended up in court. That's not bad for 350 local education agencies over a three-year period.

Another cost driver, seemingly beyond our control, would be the increasing number of low incidence disabilities, such as autism, that are being diagnosed in recent years. These disabilities are cost-intensive. But not every school sees a net increase in these cases every year. Some occasionally see a net decrease. However, schools do not tend to take advantage of the savings opportunities that occur when that happens. While there are certainly fixed costs involved in serving children with severe disabilities, there are some variable costs as well. Contrary to popular belief, special education enrollment has not been trending upward, especially as general student enrollments are going down. Schools that see lower special education enrollments should realize some savings. No rational business would ever lower production and want to keep paying the same amount of money on variable costs.

Clearly there are opportunities for savings in staffing levels. Professor Michael Giangreco has been doing some great work on special education staffing patterns at the University of Vermont. Although he insists that his ideas are "cost-neutral" proposals, his findings could potentially offer ways to reduce significantly our cost burdens. Our current staffing patterns are arguably failing to meet the "least restrictive environment" test of special education law. We can do a better job meeting that test while actually reducing staffing costs. Vermont Tiger will be shedding more light on this subject, as we attempt to build a less expensive bridge to somewhere.

Recently our organization hosted a symposium that explored the question of whether Vermont is to become an entrepreneurial state or a land of entitlements. Special education is an entitlement that is adding to public sector job growth in Vermont. The overall trend of public sector jobs replacing private sector jobs is a disturbing phenomenon in Vermont. It needs to be addressed. And we at Vermont Tiger have been and will continue to be addressing it.

Curtis Hier, a public school teacher, is currently the education editor at Vermont Tiger, a non-profit organization that promotes policies and political action aimed at sustained, environmentally sound economic growth and prosperity in Vermont.

Original article