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Abstract

This report examines private school participants in federal education programs, specifically under the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA).  The results showed that less than half of private schools have participants in federal education programs. One exception is Catholic schools, where eighty percent had participants in one of the ESEA programs. While the majority of private schools without participants in federal programs indicated they made a conscious decision not to participate, forty percent indicated not having any knowledge of federal programs under ESEA.

Introduction

More than five million students attend more than 28,000 private elementary and secondary schools in the United States, representing more than 10 percent of all K–12 students in the United States. Catholic schools make up 28 percent of those private schools; other religious schools represent approximately half of all private schools. However, 46 percent of private school students attend Catholic schools, while 36 percent of private school students attend other religious schools and 18 percent of private school students attend private schools with no religious affiliation. Three-quarters of the nation’s private schools are located in cities and suburbs.

This report describes the participation patterns of private school participants in federal education programs. It also examines the consultation process between private schools and public school districts regarding program eligibility and service provisions per ESEA and IDEA requirements. Additionally, it explores public school district allocation of federal funds for services to private school participants. The results presented in this report are based on surveys conducted in the fall and winter of the 2005–06 school year to a nationally representative sample of public school districts with at least one private school located within their geographic boundaries and a nationally representative sample of private schools geographically located within those public school districts.

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The nonpartisan Urban Institute publishes studies, reports, and books on timely topics worthy of public consideration. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders.

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