MARYLAND
For Each Educational Environment, What Is the Disability Distribution of
Students (Ages 6-21) in that Environment? How Does the Distribution Compare Across
Environment Categories? How does the Distribution Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	28.5	47.6	21.2	2.7	29.3
Speech/Language Impairments	53.5	21.8	15.1	4.8	38.6
Mental Retardation	0.9	5.2	16.9	10.7	5.1
Emotional Disturbance	2.4	3.8	12.3	24.2	5.5
Multiple Disabilities	1.3	3.8	10.9	24.5	4.5
Hearing Impairments	0.9	0.7	1.4	8.8	1.3
Orthopedic Impairments	0.5	0.4	0.7	1.3	0.5
Other Health Impairments	9.2	12.6	9.7	6.1	9.7
Visual Impairments	0.6	0.1	0.1	2.3	0.5
Autism	1.7	2.7	9.6	13.3	3.9
Deaf-Blindness	<0.1	<0.1	<0.1	0.3	<0.1
Traumatic Brain Injury	0.1	0.4	0.4	0.7	0.2
Developmental Delay	0.5	0.8	1.7	0.2	0.8
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	27,346	8,025	8,730	2,038	46,139

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	62.6	61.3	38.0	8.1	52.3
Speech/Language Impairments	12.3	9.4	5.4	0.7	9.1
Mental Retardation	1.1	6.5	18.1	9.9	6.7
Emotional Disturbance	6.5	7.7	17.5	45.0	12.5
Multiple Disabilities	1.9	3.5	9.6	18.9	5.4
Hearing Impairments	1.0	0.4	0.7	4.4	1.1
Orthopedic Impairments	0.4	0.3	0.3	0.6	0.4
Other Health Impairments	12.4	9.4	6.3	3.5	9.7
Visual Impairments	0.6	0.2	0.1	1.4	0.5
Autism	0.9	1.0	3.3	6.7	1.9
Deaf-Blindness	<0.1	0.0	0.0	<0.1	<0.1
Traumatic Brain Injury	0.3	0.3	0.5	0.6	0.4
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	23,842	12,168	10,609	4,630	51,249

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	69.0	56.1	18.6	4.2	35.9
Speech/Language Impairments	4.4	3.4	2.1	0.8	2.6
Mental Retardation	3.5	16.2	41.0	26.7	22.2
Emotional Disturbance	9.7	9.5	6.6	23.8	12.6
Multiple Disabilities	2.5	6.8	21.6	22.8	13.8
Hearing Impairments	1.3	0.3	0.8	2.1	1.2
Orthopedic Impairments	0.7	0.2	0.7	1.0	0.6
Other Health Impairments	7.7	5.2	2.3	2.6	4.4
Visual Impairments	0.2	0.5	<0.1	4.5	1.4
Autism	0.7	1.0	5.5	9.5	4.3
Deaf-Blindness	0.0	0.0	0.0	0.6	0.2
Traumatic Brain Injury	0.4	0.7	0.7	1.2	0.8
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	1,045	980	1,072	1,133	4,230
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MARYLAND (continued)
For Each Disability, What Percent of Students (Age 6-21) are Served in Each
Educational Environment? How Does this Percentage Compare Across
Disability Categories? How does this Percentage Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	57.6	28.3	13.7	0.4	100.0	13,515
Speech/Language Impairments	82.2	9.8	7.4	0.6	100.0	17,799
Mental Retardation	10.7	17.7	62.4	9.2	100.0	2,369
Emotional Disturbance	26.2	12.1	42.3	19.4	100.0	2,546
Multiple Disabilities	16.3	14.6	45.2	23.8	100.0	2,096
Hearing Impairments	39.5	9.7	20.8	30.0	100.0	600
Orthopedic Impairments	52.7	12.9	23.7	10.8	100.0	241
Other Health Impairments	55.8	22.5	18.9	2.8	100.0	4,498
Visual Impairments	69.7	4.6	4.1	21.6	100.0	218
Autism	25.7	12.1	47.0	15.3	100.0	1,782
Deaf-Blindness	8.3	8.3	33.3	50.0	100.0	12
Traumatic Brain Injury	29.6	27.8	28.7	13.9	100.0	108
Developmental Delay	40.0	17.2	41.7	1.1	100.0	355
All Disabilities	59.3	17.4	18.9	4.4	100.0	46,139

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	55.7	27.8	15.1	1.4	100.0	26,785
Speech/Language Impairments	62.7	24.5	12.1	0.7	100.0	4,684
Mental Retardation	7.8	23.1	55.8	13.3	100.0	3,448
Emotional Disturbance	24.0	14.6	29.0	32.4	100.0	6,423
Multiple Disabilities	16.4	15.2	36.8	31.6	100.0	2,773
Hearing Impairments	42.8	8.7	13.3	35.3	100.0	573
Orthopedic Impairments	47.1	18.0	19.0	15.9	100.0	189
Other Health Impairments	59.9	23.2	13.6	3.3	100.0	4,946
Visual Impairments	56.7	10.8	5.4	27.1	100.0	240
Autism	21.5	11.6	35.6	31.2	100.0	996
Deaf-Blindness	42.9	0.0	0.0	57.1	100.0	7
Traumatic Brain Injury	37.3	18.9	27.6	16.2	100.0	185
All Disabilities	46.5	23.7	20.7	9.0	100.0	51,249

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	47.5	36.2	13.1	3.2	100.0	1,518
Speech/Language Impairments	41.8	30.0	20.0	8.2	100.0	110
Mental Retardation	3.9	16.9	46.9	32.3	100.0	939
Emotional Disturbance	18.9	17.4	13.3	50.5	100.0	535
Multiple Disabilities	4.5	11.5	39.8	44.3	100.0	583
Hearing Impairments	28.0	6.0	18.0	48.0	100.0	50
Orthopedic Impairments	25.9	7.4	25.9	40.7	100.0	27
Other Health Impairments	43.0	27.4	13.4	16.1	100.0	186
Visual Impairments	3.4	8.5	1.7	86.4	100.0	59
Autism	3.8	5.4	32.1	58.7	100.0	184
Deaf-Blindness	0.0	0.0	0.0	100.0	100.0	7
Traumatic Brain Injury	12.5	21.9	21.9	43.8	100.0	32
All Disabilities	24.7	23.2	25.3	26.8	100.0	4,230
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MARYLAND (continued)
For Each Preschool Environment, What Is the Disability Distribution of Children (Ages 3-5) in that Environment?
How Does the Distribution Compare Across Environment Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments
Specific Learning Disabilities	0.7	0.3	0.0	0.8	0.3	<0.1	0.0	0.4
Speech/Language Impairments	80.5	27.7	43.0	33.0	5.6	95.0	22.7	61.3
Mental Retardation	0.8	3.2	1.0	1.1	3.4	0.1	1.0	1.4
Emotional Disturbance	0.2	0.3	0.0	0.4	3.1	<0.1	1.0	0.3
Multiple Disabilities	0.8	4.5	14.0	2.0	20.4	<0.1	0.0	2.5
Hearing Impairments	0.7	2.4	1.0	2.3	10.6	0.3	0.0	1.6
Orthopedic Impairments	0.7	1.2	4.0	1.2	6.7	0.3	0.0	1.0
Other Health Impairments	2.0	3.3	9.0	2.6	4.2	<0.1	7.2	2.1
Visual Impairments	0.6	1.0	2.0	0.2	0.6	0.3	0.0	0.6
Autism	1.3	9.6	3.0	7.9	15.4	0.2	10.3	4.6
Deaf-Blindness	0.0	<0.1	0.0	0.0	0.0	0.0	0.0	<0.1
Traumatic Brain Injury	0.1	0.2	1.0	0.2	0.8	0.0	1.0	0.1
Developmental Delay	11.8	46.3	22.0	48.4	29.1	3.5	56.7	24.3
All Disabilities	100.0	100.0	100.0	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	3,229	3,150	100	1,370	358	3,206	97	11,510
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MARYLAND (continued)
For Each Disability, What Percent of Children (Ages 3-5) are Served in Each Preschool Environment?
How Does this Percentage Compare Across Disability Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments	Total N (in 2002)
Specific Learning Disabilities	50.0	19.0	0.0	26.2	2.4	2.4	0.0	100.0	42
Speech/Language Impairments	36.8	12.4	0.6	6.4	0.3	43.2	0.3	100.0	7,055
Mental Retardation	15.8	63.3	0.6	9.5	7.6	2.5	0.6	100.0	158
Emotional Disturbance	15.6	28.1	0.0	15.6	34.4	3.1	3.1	100.0	32
Multiple Disabilities	8.8	49.8	4.9	9.5	25.8	1.1	0.0	100.0	283
Hearing Impairments	12.2	42.5	0.6	17.7	21.0	6.1	0.0	100.0	181
Orthopedic Impairments	19.6	33.0	3.6	14.3	21.4	8.0	0.0	100.0	112
Other Health Impairments	27.6	43.9	3.8	14.6	6.3	0.8	2.9	100.0	239
Visual Impairments	27.5	46.4	2.9	4.3	2.9	15.9	0.0	100.0	69
Autism	8.0	57.4	0.6	20.5	10.5	1.1	1.9	100.0	526
Deaf-Blindness	0.0	100.0	0.0	0.0	0.0	0.0	0.0	100.0	1
Traumatic Brain Injury	23.5	29.4	5.9	17.6	17.6	0.0	5.9	100.0	17
Developmental Delay	13.6	52.2	0.8	23.7	3.7	4.0	2.0	100.0	2,795
All Disabilities	28.1	27.4	0.9	11.9	3.1	27.9	0.8	100.0	11,510
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MARYLAND (continued)
How Will the OSEP Graduation Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Diplomas	2001-02 Graduation Rate (current)	2001-02 Graduation Rate (new)	Difference in Graduation Rate
Specific Learning Disabilities	3,246	281	3,527	2,389	74	68	-6
Speech/Language Impairments	304	35	339	259	85	76	-9
Mental Retardation	451	32	483	143	32	30	-2
Emotional Disturbance	766	193	959	411	54	43	-11
Multiple Disabilities	277	28	305	138	50	45	-5
Hearing Impairments	91	2	93	78	86	84	-2
Orthopedic Impairments	28	0	28	19	68	68	0
Other Health Impairments	335	24	359	247	74	69	-5
Visual Impairments	43	4	47	26	60	55	-5
Autism	68	2	70	34	50	49	-1
Deaf-Blindness	2	0	2	1	50	50	0
Traumatic Brain Injury	48	1	49	35	73	71	-1
All Disabilities	5,659	602	6,261	3,780	67	60	-6
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Graduation Rate = [Diploma Recipients ÷ Number Leaving School (current)] * 100.   New Graduation Rate = [Diploma Recipients ÷ Number Leaving School (new)] * 100.   Difference in Graduation Rate = New Graduation Rate - Current Graduation Rate. Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MARYLAND (continued)
How Will the OSEP Drop Out Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Dropouts (current)	Number of Dropouts (new)	2001-02 Dropout Rate (current)	2001-02 Dropout Rate (new)	Difference in Dropout Rate
Specific Learning Disabilities	3,246	281	3,527	754	1,035	23	29	6
Speech/Language Impairments	304	35	339	41	76	13	22	9
Mental Retardation	451	32	483	111	143	25	30	5
Emotional Disturbance	766	193	959	321	514	42	54	12
Multiple Disabilities	277	28	305	44	72	16	24	8
Hearing Impairments	91	2	93	7	9	8	10	2
Orthopedic Impairments	28	0	28	2	2	7	7	0
Other Health Impairments	335	24	359	67	91	20	25	5
Visual Impairments	43	4	47	2	6	5	13	8
Autism	68	2	70	3	5	4	7	3
Deaf-Blindness	2	0	2	0	0	0	0	0
Traumatic Brain Injury	48	1	49	6	7	13	14	2
All Disabilities	5,659	602	6,261	1,358	1,960	24	31	7
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Number of Dropouts includes only the "Dropped Out" exiting category.   New Number of Dropouts includes the "Dropped Out" and "Moved, Not Known to Be Continuing" exiting categories.   Current Dropout Rate = [Number of Dropouts (current) ÷ Number Leaving School (current)] * 100.   New Dropout Rate = [Number of Dropouts (new) ÷ Number Leaving School (new)] * 100.   Difference in Dropout Rate = New Dropout Rate - Current Dropout Rate.  Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).