Sources of Disproportionality in Special Education: Tracking Minority Representation through the Referral-to- Eligibility Process Ashley Gibb M. Karega Rausch Russell Skiba Indiana Disproportionality Project Indiana University National Center for Culturally Responsive Educational Systems February 17, 2006
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Sources of Disproportionality in Special Education: Tracking Minority Representation through the Referral-to-Eligibility Process Ashley Gibb M. Karega.
The Indiana Disproportionality Project (IDP) Collaboration of IDOE and Center for Evaluation and Education Policy at Indiana University Document status of minority disproportionality in Indiana Use that information to guide change planning
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Sources of Disproportionality in Special Education: Tracking Minority Representation through the Referral-to-Eligibility Process
Ashley Gibb M. Karega Rausch Russell Skiba Indiana Disproportionality ProjectIndiana University
National Center for Culturally Responsive Educational SystemsFebruary 17, 2006
Overview History Rationale Referral-to-Eligibility Ratio Preliminary Data Challenges in Assessing the
Referral Process
The Indiana Disproportionality Project (IDP) Collaboration of IDOE and Center for
Evaluation and Education Policy at Indiana University Document status of minority
disproportionality in Indiana Use that information to guide change
planning
Project History and Timeline Phase I (1999-2000):
Developing Measures of Disproportionality Phase II (2000-2001):
Understanding What Contributes to Special Ed. Disproportionality
Phase III (2002-Present): Addressing Disproportionality in Local
School Corporations and Addressing Key Research Questions
Findings: Years One and Two Statewide: African American most
severe Mild Mental Disability 3.29 x more Emotional Disturbance 2.38 x more Moderate MD 1.91 x more Communication Disorder 35% less Learning Disabled 6% less
AA underrepresented in LRE Disproportionality not uniformly
distributed
Beyond the Numbers: Where Does It Come From and What Should We Do?To remediate we first have to
understand Literature review of causes – e.g.
National Research Council, Harvard Civil Rights Project
IDP Qualitative Study LEAD Projects in ten corporations
How Do We Measure Progress? Conversation in district
How do we monitor progress? The problem of short term change in
disproportionality.
Solution: Examine representation at various points in the decision-making process
Exploration of Referral to Eligibility
Rationale
The Contribution of the Special Ed. Process NRC (2002) unable to draw firm conclusion High percentage of students referred are