The 24th annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is organized into four major sections. Section 1 is on context/environment and includes four modules that address special education teacher quality (from the Study of Personnel Needs in Teacher Education (SPeNSE)); costs of special education (from the Special Education Expenditure Project); low income children with disabilities (from the Early Childhood Longitudinal Study--kindergarten class of 1998-99); and use of the developmental delay classification for children ages 3 through 9. Section 2 provides information about student characteristics organized as follows: infants and toddlers; preschoolers; students ages 6 through 21; and individual and household characteristics of high school students with disabilities (from the National Longitudinal Transition Study 2). The four modules of Section 3 examine programs and services for students with disabilities and include quantity and quality of school-passed speech-language pathologists (based on data from SPeNSE); social adaptation and problem behaviors of elementary and middle school special education students (from the Special Education Elementary Longitudinal Study); educational environments (based on state-reported data on service settings), and state and local implementation and impact of IDEA (a view from the field). The final section's three modules report high school graduation rates among students with disabilities, data from the National Early Intervention Longitudinal Study on results experienced by children and families 1 year after beginning early intervention, and state improvement and monitoring. Extensive appendices provide data tables on child count, educational environments, personnel, program exiting, discipline, population and enrollment, state grant awards, and early intervention. (Individual sections contain references.) (DB)