By Gina Giuliano
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Additional resources for Education: Meeting America's Needs?
8 Grades K–12 1989–90 1991–92 1993–94 1995–96 1997–98 1999–2000 2001–02 Grades K–8* 1989–90 1991–92 1993–94 1995–96 1997–98 1999–2000 2001–02 Grades 9–12* 1989–90 1991–92 1993–94 1995–96 1997–98 1999–2000 2001–02 *Grades K–8 and 9–12 do not include ungraded students and therefore these two categories do not sum to grades K–12. Note: Detail may not sum to totals because of rounding. SOURCE: John Wirt, Susan Choy, Patrick Rooney, William Hussar, Stephen Provasnik, and Gillian Hampden-Thompson, “Table 2–2.
Note: Data for teachers are expressed in full-time equivalents. Data for private schools includes kindergarten and a relatively small number of nursery school teachers and students. Ratios for public schools reflect totals reported by states and differ from totals reported for schools by states or school districts. Some data have been revised from previously published figures. Detail may not sum to totals due to rounding. b SOURCE: Thomas D. Snyder, Alexandra G. Tan, and Charlene M. Hoffman, “Table 64.
Department of Education, Washington, DC, 2002), males are disproportionately represented among students in special education programs. More than two-thirds of all special education students are male. In 2000–01 males made up about 68% of all secondary school students with disabilities. Several theories have been proposed to explain the disproportion of males in various disability categories. Some evidence suggests that boys have a greater vulnerability than girls do to certain genetic maladies and are more prone to developmental lags because of physiological or maturational differences.