This final report discusses the outcomes of a policy research study designed to improve decision making during the reauthorization of the Individuals with Disabilities Education Act (IDEA). Issues were identified and policy briefs were developed on: (1) the federal financial formula for special education; (2) the role of economic and demographic factors in school completion rates for children with disabilities; (3) the role of economic and demographic factors in placement in regular classes; (4) leaving school--transition planning; and (5) state funding formulas. Extant database analyses and state key personnel interviews investigated implications for policies related to these issues. At the state level, results indicated that placement rates in regular class settings were related to ethnicity. With respect to transition services, the data suggest that the mandate to implement transition planning at age 16 was associated with a decline in dropout rates. With respect to funding and distribution formulas, the data did not support a particular formula or approach as a means to assure that children with disabilities are provided both a free and appropriate public education and services in the least restrictive environment. The five policy briefs and six state close-up profiles are attached. (Each policy brief includes references.) (CR)