Tell Congress: Don't Harm Kids with LD

About the Issue

ESEA in the House: On February 9, 2012, the House Education and Workforce Committee introduced legislation to reauthorize Title I of ESEA. Called the "Student Success Act" (H.R. 3989), the House bill represents a full retreat from accountability for students with disabilities and other disadvantaged children. The bill does not set performance goals for students and would not require any meaningful instructional interventions and supports for struggling students. Instead, the bill leaves states free to establish accountability systems that are sure to wipe out the progress made under No Child Left Behind.

H.R. 3989 would also eliminate the current limitations on the use of alternate assessments for students with disabilities. Such assessments take students with learning disabilities (LD) off track for a regular diploma. Rather than continuing to support students with LD in achieving a high school diploma and pursuing employment and postsecondary education, the bill will encourage schools to expect less from students with learning disabilities.

Learn more about our fight to help fix No Child Left Behind.

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Dear [Decision Maker], I am writing about the Student Success Act (H.R. 3989) introduced by the House Education & Workforce Committee on February 9, 2012, to reauthorize the Elementary and Secondary Education Act, or No Child Left Behind. H.R. 3989 would seriously jeopardize the gains made over the past decade toward improving the academic achievement of disadvantaged students, including the nation's 2.4 million students with learning disabilities. I ask you to oppose Committee approval of H.R. 3989 and urge you to support a more bipartisan effort to reauthorize ESEA in the House.

• Please personalize your email - required The House bill is a full retreat from accountability for students with disabilities and other disadvantaged children. The bill does not require any meaningful instructional interventions and supports for struggling students. Furthermore, it would dramatically expand the use of alternate assessments for students with disabilities and place them at-risk for not completing high school. To ensure students with disabilities remain a priority, any House bill should: • ensure all schools are held accountable for the academic performance of all student groups including students with disabilities in both closing achievement gaps and raising graduation rates; • include performance targets to help ensure that all students are making steady progress toward proficiency on college and career ready standards; • set graduation goals so the vast majority of students including students with disabilities are graduating with a regular diploma; • require all schools to provide instructional support when any group of students including students with disabilities is not meeting performance targets and graduation goals; • limit the use of alternate assessments for students with disabilities. As a nation we must have an expectation that all students will graduate college and career ready and this won't happen unless ESEA sets academic performance targets and graduation goals, requires improved instruction in struggling schools, and limits the use of alternate assessments. Without this, we will lose a critical focus on the academic achievement and graduation of students with disabilities. I urge you to consider the impact of H.R. 3989 on students with disabilities and other vulnerable students.

Thank you for considering my views on this important issue. Sincerely, [Your Name] [Your Address] [City, State ZIP]

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