TEXAS
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	30.8	68.9	12.3	3.0	40.1
Speech/Language Impairments	52.5	3.6	2.9	1.0	32.6
Mental Retardation	0.4	5.0	27.7	5.2	4.5
Emotional Disturbance	3.7	5.4	15.1	20.2	5.5
Multiple Disabilities	0.6	1.8	8.8	16.2	1.9
Hearing Impairments	0.8	0.9	4.3	7.2	1.3
Orthopedic Impairments	0.9	0.9	2.3	4.6	1.1
Other Health Impairments	8.2	11.0	12.5	33.7	9.7
Visual Impairments	0.5	0.4	1.1	3.3	0.6
Autism	1.3	2.0	12.5	4.5	2.6
Deaf-Blindness	<0.1	<0.1	<0.1	0.3	<0.1
Traumatic Brain Injury	0.1	0.2	0.5	0.8	0.2
Developmental Delay	.	.	.	.	.
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	120,549	60,392	20,074	1,447	202,462

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	72.4	76.1	35.5	12.4	67.4
Speech/Language Impairments	4.4	0.7	0.4	0.2	2.5
Mental Retardation	0.4	4.5	25.2	6.9	5.4
Emotional Disturbance	8.4	7.7	16.4	29.5	9.7
Multiple Disabilities	0.5	1.0	6.2	8.6	1.6
Hearing Impairments	0.9	0.8	2.2	5.7	1.2
Orthopedic Impairments	0.8	0.6	1.5	1.6	0.9
Other Health Impairments	10.9	7.2	7.4	30.0	9.5
Visual Impairments	0.6	0.2	0.4	1.9	0.5
Autism	0.6	0.8	4.3	2.4	1.2
Deaf-Blindness	<0.1	<0.1	<0.1	0.2	<0.1
Traumatic Brain Injury	0.2	0.2	0.5	0.6	0.2
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	114,458	80,902	32,447	4,397	232,204

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	79.8	68.6	38.5	6.0	58.1
Speech/Language Impairments	0.9	0.6	0.3	0.0	0.5
Mental Retardation	1.2	11.6	33.2	24.8	16.7
Emotional Disturbance	7.6	8.5	6.5	12.3	7.6
Multiple Disabilities	0.4	1.8	8.4	22.2	4.8
Hearing Impairments	1.0	1.6	1.5	6.0	1.5
Orthopedic Impairments	0.7	0.9	1.4	2.4	1.1
Other Health Impairments	7.2	5.1	5.4	12.2	6.3
Visual Impairments	0.6	0.5	0.6	6.7	0.9
Autism	0.5	0.7	3.7	5.7	2.0
Deaf-Blindness	<0.1	0.0	<0.1	0.3	<0.1
Traumatic Brain Injury	0.2	0.4	0.5	1.4	0.4
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	8,884	4,839	9,264	1,185	24,172
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).

TEXAS (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	45.7	51.2	3.0	<0.1	100.0	81,196
Speech/Language Impairments	95.8	3.2	0.9	<0.1	100.0	66,009
Mental Retardation	5.9	32.6	60.6	0.8	100.0	9,163
Emotional Disturbance	40.5	29.5	27.3	2.6	100.0	11,124
Multiple Disabilities	20.0	27.8	46.1	6.1	100.0	3,832
Hearing Impairments	39.8	22.1	34.0	4.1	100.0	2,540
Orthopedic Impairments	50.9	24.9	21.2	3.0	100.0	2,200
Other Health Impairments	50.8	33.9	12.9	2.5	100.0	19,547
Visual Impairments	54.7	22.3	18.8	4.2	100.0	1,141
Autism	29.3	22.3	47.2	1.2	100.0	5,302
Deaf-Blindness	6.7	16.7	60.0	16.7	100.0	30
Traumatic Brain Injury	33.9	38.6	24.6	2.9	100.0	378
Developmental Delay	.	.	.	.	.	.
All Disabilities	59.5	29.8	9.9	0.7	100.0	202,462

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	52.9	39.4	7.4	0.3	100.0	156,482
Speech/Language Impairments	87.8	10.0	2.0	0.2	100.0	5,696
Mental Retardation	3.5	29.1	65.0	2.4	100.0	12,563
Emotional Disturbance	42.7	27.8	23.7	5.8	100.0	22,478
Multiple Disabilities	15.7	21.7	52.6	9.9	100.0	3,824
Hearing Impairments	39.5	24.9	26.3	9.3	100.0	2,680
Orthopedic Impairments	47.8	24.1	24.5	3.6	100.0	2,028
Other Health Impairments	56.6	26.5	10.9	6.0	100.0	21,962
Visual Impairments	60.8	18.3	13.2	7.7	100.0	1,101
Autism	23.1	23.0	50.2	3.7	100.0	2,787
Deaf-Blindness	18.2	12.1	42.4	27.3	100.0	33
Traumatic Brain Injury	37.2	32.3	26.0	4.6	100.0	570
All Disabilities	49.3	34.8	14.0	1.9	100.0	232,204

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	50.5	23.6	25.4	0.5	100.0	14,043
Speech/Language Impairments	59.8	20.5	19.7	0.0	100.0	132
Mental Retardation	2.6	13.9	76.2	7.3	100.0	4,029
Emotional Disturbance	36.8	22.4	32.8	8.0	100.0	1,836
Multiple Disabilities	3.1	7.3	66.9	22.7	100.0	1,161
Hearing Impairments	23.3	20.9	36.6	19.2	100.0	369
Orthopedic Impairments	24.5	16.4	48.3	10.8	100.0	269
Other Health Impairments	41.9	16.0	32.6	9.4	100.0	1,527
Visual Impairments	25.1	10.4	27.0	37.4	100.0	211
Autism	8.4	6.6	71.0	14.0	100.0	487
Deaf-Blindness	9.1	0.0	63.6	27.3	100.0	11
Traumatic Brain Injury	18.6	17.5	46.4	17.5	100.0	97
All Disabilities	36.8	20.0	38.3	4.9	100.0	24,172
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).

TEXAS (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	10.1	2.0	0.0	4.9	0.0	0.1	.	2.0
Speech/Language Impairments	61.6	64.2	17.9	50.0	9.1	98.9	.	79.3
Mental Retardation	1.6	4.6	4.0	7.4	6.5	<0.1	.	2.5
Emotional Disturbance	1.6	0.4	0.0	1.5	3.9	<0.1	.	0.4
Multiple Disabilities	1.1	3.7	18.8	3.5	20.8	<0.1	.	1.8
Hearing Impairments	2.1	3.1	4.0	4.6	28.6	0.1	.	1.8
Orthopedic Impairments	3.8	2.8	5.8	4.8	5.2	0.1	.	1.8
Other Health Impairments	11.4	9.8	38.4	12.1	15.6	0.4	.	5.6
Visual Impairments	2.3	1.9	9.8	2.9	6.5	<0.1	.	1.2
Autism	4.0	7.1	0.4	7.9	2.6	0.1	.	3.4
Deaf-Blindness	0.0	<0.1	0.4	0.1	0.0	<0.1	.	<0.1
Traumatic Brain Injury	0.4	0.2	0.4	0.5	1.3	<0.1	.	0.2
Developmental Delay	.	.	.	.	.	.	.	.
All Disabilities	100.0	100.0	100.0	100.0	100.0	100.0	.	100.0
Total N (in 2002)	2,231	9,887	224	5,749	77	19,228	0	37,396
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).

TEXAS (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	30.7	27.2	0.0	38.4	0.0	3.7	.	100.0	734
Speech/Language Impairments	4.6	21.4	0.1	9.7	<0.1	64.1	.	100.0	29,669
Mental Retardation	3.8	48.3	1.0	45.4	0.5	1.1	.	100.0	932
Emotional Disturbance	21.7	22.3	0.0	50.6	1.8	3.6	.	100.0	166
Multiple Disabilities	3.6	55.4	6.4	30.8	2.4	1.4	.	100.0	659
Hearing Impairments	6.9	45.6	1.3	38.8	3.2	4.0	.	100.0	677
Orthopedic Impairments	12.4	41.3	1.9	40.9	0.6	2.9	.	100.0	678
Other Health Impairments	12.2	46.5	4.1	33.3	0.6	3.4	.	100.0	2,087
Visual Impairments	11.7	43.3	5.0	37.0	1.1	1.8	.	100.0	443
Autism	7.0	55.5	<0.1	35.7	0.2	1.6	.	100.0	1,270
Deaf-Blindness	0.0	50.0	6.3	37.5	0.0	6.3	.	100.0	16
Traumatic Brain Injury	13.8	35.4	1.5	41.5	1.5	6.2	.	100.0	65
Developmental Delay	.	.	.	.	.	.	.	.	.
All Disabilities	6.0	26.4	0.6	15.4	0.2	51.4	0.0	100.0	37,396
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).

TEXAS (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	17,115	4,148	21,263	15,211	89	72	-17
Speech/Language Impairments	162	45	207	144	89	70	-19
Mental Retardation	1,662	310	1,972	1,506	91	76	-14
Emotional Disturbance	2,013	1,217	3,230	1,600	79	50	-30
Multiple Disabilities	337	60	397	301	89	76	-13
Hearing Impairments	332	35	367	318	96	87	-9
Orthopedic Impairments	277	48	325	263	95	81	-14
Other Health Impairments	1,654	539	2,193	1,504	91	69	-22
Visual Impairments	159	16	175	151	95	86	-9
Autism	124	26	150	118	95	79	-16
Deaf-Blindness	2	2	4	2	100	50	-50
Traumatic Brain Injury	86	17	103	81	94	79	-16
All Disabilities	23,923	6,463	30,386	21,199	89	70	-19
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).

TEXAS (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	17,115	4,148	21,263	1,830	5,978	11	28	17
Speech/Language Impairments	162	45	207	14	59	9	29	20
Mental Retardation	1,662	310	1,972	134	444	8	23	14
Emotional Disturbance	2,013	1,217	3,230	390	1,607	19	50	30
Multiple Disabilities	337	60	397	19	79	6	20	14
Hearing Impairments	332	35	367	13	48	4	13	9
Orthopedic Impairments	277	48	325	9	57	3	18	14
Other Health Impairments	1,654	539	2,193	106	645	6	29	23
Visual Impairments	159	16	175	6	22	4	13	9
Autism	124	26	150	5	31	4	21	17
Deaf-Blindness	2	2	4	0	2	0	50	50
Traumatic Brain Injury	86	17	103	4	21	5	20	16
All Disabilities	23,923	6,463	30,386	2,530	8,993	11	30	19
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).