Maryland outlines new expectations for students with disabilities under college career readiness standards

During the Blueprint Special Education Workshop held on November 21, 2024, the Maryland State Department of Education (MSDE) outlined critical developments aimed at enhancing educational pathways for students with disabilities. A key focus of the meeting was the establishment of college and career readiness (CCR) standards, which are set to ensure that all students, including those with disabilities, have equitable access to post-secondary opportunities.

The meeting emphasized the importance of involving knowledgeable personnel, such as guidance and career counselors, in discussions about post-secondary pathways for high school students with disabilities. This collaborative approach is essential to ensure that these students are informed about available opportunities and can make informed decisions about their futures.

Blueprint Pillar 3 was highlighted as a significant framework that mandates CCR standards to be met by tenth-grade students. This pillar also introduces new curriculum standards and expands access to career and technical education (CTE), aiming for 45 percent of high school students to complete a registered apprenticeship or earn an industry-recognized credential (IRC). However, concerns were raised about the current CCR standards, which do not adequately recognize all students, particularly those participating in alternate assessments or WIDA attainment, potentially limiting their access to funding for post-secondary pathways.

Data presented during the workshop revealed disparities in CTE enrollment among students with disabilities. While 9.4 percent of CTE concentrators and 10.6 percent of completers were students with disabilities, a striking 33 percent of students enrolled in Career and Research Development (CRD) courses were from this group. This overrepresentation raises questions about the effectiveness of these programs in providing meaningful career pathways, as many do not lead to IRCs.

The meeting concluded with a call to action for stakeholders to consider how to better support students with disabilities in achieving successful post-secondary outcomes. While Maryland is meeting national targets for post-school outcomes, nearly 40 percent of students with individualized education programs (IEPs) are not engaged in higher education or competitive employment within a year of graduation. This statistic underscores the need for ongoing efforts to connect students with disabilities to meaningful opportunities during their K-12 education.

As discussions continue, the MSDE is committed to refining strategies that ensure all students, regardless of their abilities, are prepared for successful transitions into adulthood.