RJUHSD · Special Services
Special Education Exits
Why students exit special education and how it has moved over time, with a close comparison of the two largest reasons — DNQ (no longer eligible after reevaluation) and Revocations (parent/self withdrawal). School years 2021–22 through 2025–26 · SIRAS, as of 6/26/2026.
What the data shows
Exits over time 2021–26
Total special-education exits per school year. Once SIRAS capture stabilized in 2021–22 the count has held in a narrow band — the baseline every other view sits against.
DNQ and Revocations, year over year Focus
The two reasons that drive the most exits, tracked across the five years, with graduation shown for context.
How DNQ and Revocations differ
DNQ and Revocations over time 2021–26
The same year-by-year view as the Overview's exit trend, narrowed to just the two focus reasons — DNQ and Revocations stacked, so each column is their combined total for that school year.
What happens after they exit Transcript study · July 2025
The SIRAS data shows who exits and why. A separate RJUHSD transcript study looked at how students did after exiting to 100% general education — so we can see whether these exits work as an intervention, not just that they happen.
9out of 10
Exiting special education to 100% general education was a successful intervention ~9 times out of 10 — 92% of all exits succeeded (DNQ 91%, Revocations 93%), meaning students performed as well or better afterward than they did with an IEP. When a student was not successful, the cause was more often factors other than the end of IEP services. Consistent with a prior 2023 analysis.
Performed as well or better after exiting
Share of each group judged successful from their transcript
Graduation rate vs. the state
DNQ & Revocation exits, Aug 2022–Dec 2024 (n=201)
How it was studied
~250 transcripts of students who exited to 100% general ed in 2023–24 or Fall 2024 — about half via Revocation, half via DNQ (reevaluation). Out-of-district movers were excluded (no transcript access).
How "success" was judged
Performing as well or better after the exit than while on an IEP, read from the transcript (grades before vs. after the exit).
Statewide context
California's graduation rate is 87% for all students and 70% for students with IEPs.
Source: RJUHSD Special Services, “Special Education Exit Outcomes — Transcript Analysis,” July 2025. These outcome findings come from that study (a ~250-student transcript review), not from the SIRAS export used elsewhere in this dashboard — the two are complementary: counts and demographics here, post-exit outcomes there.
By grade level Key contrast
Share of each group's exits by grade. DNQ concentrates in the early grades (declassification after reevaluation); Revocations spread across all grades and peak in 12th.
Across student characteristics
Each chart shows the percent of that group's exits falling in each category — so DNQ and Revocations are comparable even though their totals differ. The grey bar is all exits, for reference.
By the numbers Counts & %
Every figure above, as raw counts and within-group percentages, for audit. % is of each group's own total (All , DNQ , Revocations ).
Gender is not collected in this SIRAS export, so it cannot be shown. Race/ethnicity is derived CALPADS-style (see Methodology).
Every SIRAS exit reason in the file, ranked, plus the two focus reasons broken out by year. All 14 reasons are shown — nothing is grouped away.
The two focus reasons, in detail
All exit reasons 2021–26
Ranked by count across all five years. Color marks the kind of exit.
How the reason mix shifts year to year
Each column is one school year's exits, stacked by reason — so you can see whether the composition is changing, not just the total.
Schools over time 2021–26
Exits at each comprehensive and alternative site across the five years. Switch the measure to compare all exits, DNQ, or Revocations site by site.
Most recent year 2025–26
How the sites rank in the most recent complete year for the selected measure.
Year by year, by school Counts
Each site's count for the selected measure, every year, with the five-year total and the change from 2021–22 to 2025–26. Sorted by the most recent year.
A two-page exit summary for each comprehensive site. By default it shows the DNQ & Revocations focus; switch to All exit reasons to fold the other exit types back into page 1. Pick a school to view it, print just that one, or print all at once. (Printing uses whichever view is selected.)
What this dashboard counts, how the focus reasons and demographics are defined, and what it does not claim. Every figure traces to a row in the SIRAS export.
Key takeaways
Source & scope
Source. SIRAS special-education exit export, generated 6/26/2026. Student names were removed by RJUHSD before the file was provided. This dashboard was built from an aggregate (counts only) — no individual record, statewide ID (SSID), or date of birth is contained in or shown by this file.
Scope. exit records dated within school years 2021–22 through 2025–26 (July 1–June 30, labeled by start year). One row = one student exit from special education.
Excluded (). Records outside this window: 312 from 2019–20 and 2020–21 (partial SIRAS capture), 4 stray records from 2014–2018, and 1 with no exit date. Starting at 2021–22 gives five complete years.
2025–26 is essentially complete — data as of 6/26/2026; the year ends 6/30 and graduation exits are already recorded.
Companion outcome study. Exit counts here come from SIRAS. Exit outcomes (how students did afterward) come from a separate RJUHSD transcript review — “Special Education Exit Outcomes,” Special Services, July 2025 (~250 students who exited to 100% general ed in 2023–24 / Fall 2024, about half Revocation and half DNQ). It found the exit was a successful intervention ~9 times out of 10. The dashboard cites that study where outcomes appear; those figures are not derived from the SIRAS file.
Definitions
DNQ — SIRAS “No Longer Eligible based on Reevaluation”: a student already in special education who, after a required reevaluation, no longer meets eligibility; exits special education but stays enrolled (declassification).
Revocations — SIRAS “Parent withdrawal/self withdraw if over 18”: a parent (or adult student) withdrawing the student from special education.
Initial-DNQ — SIRAS “Not Eligible based on Initial Evaluation (DNQ)”: a first-time referral who never qualified (). Kept distinct from DNQ on every chart.
Demographics. Grade, EL status, primary disability, and school are taken directly from the export. % time in general education is column R (IN_REGCLS), bucketed into the standard LRE bands (≥80% / 40–79% / <40%). Race/ethnicity is derived CALPADS-style: Hispanic ethnicity first; otherwise primary race (RACE1), with Asian and Pacific Islander subgroups collapsed and a second race (RACE2) read as “Two or more races.” Gender is not collected in this export and cannot be shown.
Completeness, limits & who to ask
Data completeness. exits (7%) have no recorded reason; (8%) no recorded disability; 152 have no recorded % time in general ed. All shown as “Not recorded,” never dropped.
What is not here. No post-exit outcomes, no causation, and no individual-level data. Figures are counts of exit events, each traceable to a row in the source export.
Re-identification caution. Per-school summaries are produced only for sites with enough exits to aggregate safely ( comprehensive/alternative sites); smaller sites are omitted. Some categories still have very small counts — avoid presenting any cell small enough to identify an individual.
Source of record / questions. Craig Garabedian, Executive Director of Special Services, RJUHSD.