New Report Reveals How Special Ed Professionals Perceive Influence of District Support/Services and Teacher Professional Development in Special Ed Classification
Posted on February 20, 2018
![Crossing the Line Part 3](https://www.frontlineinstitute.com/uploads/2018/02/Crossing_The_Line_Part3_bkgd.jpg)
Findings from the Frontline Research & Learning Institute indicate consistent influence of contributing factors of over- and under-classification
MALVERN, Pa., February 20, 2018 — The Frontline Research & Learning Institute today released a new research report that shows educators believe district support and services (66 percent) and teacher professional development (63 percent) have nearly the same impact on increasing under- and over-classification of special education students as policy (68 percent) and resources (67 percent) across the highest and lowest classification states.