118 STAT. 2785 PUBLIC LAW 108–446—DEC. 3, 2004 ‘‘(A) eligibility for alternate assessments; and ‘‘(B) the number and type of children who take those assessments and are held accountable to alternative achievement standards; ‘‘(2) the validity and reliability of alternate assessment instruments and procedures; ‘‘(3) the alignment of alternate assessments and alternative achievement standards to State academic content standards in reading, mathematics, and science; and ‘‘(4) the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes spe cific to individualized instructional need. ‘‘(d) ANNUAL REPORT.—The Secretary shall provide an annual report to Congress that— ‘‘(1) summarizes the research conducted under part E of the Education Sciences Reform Act of 2002; ‘‘(2) analyzes and summarizes the data reported by the States and the Secretary of the Interior under section 618; ‘‘(3) summarizes the studies and evaluations conducted under this section and the timeline for their completion; ‘‘(4) describes the extent and progress of the assessment of national activities; and ‘‘(5) describes the findings and determinations resulting from reviews of State implementation of this title. ‘‘(e) AUTHORIZED ACTIVITIES.—In carrying out this section, the Secretary may support objective studies, evaluations, and assess ments, including studies that— ‘‘(1) analyze measurable impact, outcomes, and results achieved by State educational agencies and local educational agencies through their activities to reform policies, procedures, and practices designed to improve educational and transitional services and results for children with disabilities; ‘‘(2) analyze State and local needs for professional develop ment, parent training, and other appropriate activities that can reduce the need for disciplinary actions involving children with disabilities; ‘‘(3) assess educational and transitional services and results for children with disabilities from minority backgrounds, including— ‘‘(A) data on— ‘‘(i) the number of minority children who are referred for special education evaluation; ‘‘(ii) the number of minority children who are receiving special education and related services and their educational or other service placement; ‘‘(iii) the number of minority children who grad uated from secondary programs with a regular diploma in the standard number of years; and ‘‘(iv) the number of minority children who drop out of the educational system; and ‘‘(B) the performance of children with disabilities from minority backgrounds on State assessments and other performance indicators established for all students; ‘‘(4) measure educational and transitional services and results for children with disabilities served under this title, including longitudinal studies that—
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