A Longitudinal Study of Graduates of Special Education Preschools

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Abstract
The purpose of this study was to continue the collection of data on graduates of public special education programs in Washington State to determine the stability of initial placement. Placement data were collected on 582 children from three cohorts of children who left preschools in 10 Washington State school districts. Data indicate that 36% of these children were initially placed in regular education settings and 64% were placed in special education or resource settings. The stability of these placements 1 year and 2 years after graduation were high, with stability rates ranging from 75% to 100%. Of the children who made placement changes, 28% moved to less restrictive settings. Further questions to be asked as the data collection continues over the next few years are whether the current trends will continue and if placement in a less restrictive setting leads to better achievement.

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