This study investigated changes in teachers’ and parents’ understanding and implementation of or philosophy on the implementation of the content areas of the expanded core curriculum for students who are visually impaired. The results demonstrated some changes since the original survey results were reported in 1998 and a discrepancy between the perceptions of parents and teachers of teachers’ level of knowledge of the expanded core curriculum.

Despite current interest in promoting self-determination, the extent to which self-determination instruction is provided to students with visual impairments remains uncertain. The purpose of this study was to investigate the perceptions of a sample of teachers of students with visual impairments about issues that are related to self-determination.

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The prevalence of students with visual impairments varies across the United States, yet limited analysis exists on how many students receive special education services. The following study collected population data on students with visual impairments for the 2017–2018 school year and ran focus groups with state-level administrators to understand current and future options to collect population data. Twenty-three of 50 states responding to the survey reported total population data. On average, states supported 3.6 times the number of students with visual impairments reported in their federal Child Count data reports. State administrators agreed a federal mandate requiring states to collect total population data on students with visual impairments is needed. The ramifications of preparing for and supporting an unknown population of students with disabilities was discussed. A federal mandate for total population data collection is unlikely in the near future. Therefore, practical implications, including key factors and logistics, that state administrators should consider are outlined.

Administrators across the country are collecting and analyzing program and studentspecific data to meet the requirements of the No Child Left Behind Act ( 2001), Individuals with Disabilities Education Act (2004), and state performance plans. Although most states are not required to disaggregate data for students who are visually impaired (that is, those who are blind or have low vision), educational programs that serve this population are mandated to analyze these data for the effectiveness of programs. One such process is results-based accountability, which Friedman ( 2005) described as a disciplined way of thinking and taking action that can be used to improve the performance of programs, agencies, and service systems. Multiple data points are required to meet the mandates of the federal and state requirements, such as data on students' achievement in both academics (reading, math, and science) and functional outcomes or instruction in the Expanded Core Curriculum (ECC) content area (Hatlen, 1996), least restrictive environment, timely and accurate assessments, and use of research or evidencebased instructional strategies.