Disproportionality refers to any situation in which a particular racial/ethnic group of children is represented within a specific category at a higher percentage than other racial/ethnic groups. It looks across racial/ethnic groups at relative ratios of children at various points in the evaluated area to their numbers in the general population.

Overrepresentation refers to the difference between how children are represented within a specific category as compared to how they are represented in the general population.

• Fact Sheet Requirements for Addressing and Reporting Disproportionality
• COMAR Education Sections

Harford County Public Schools has demonstrated progress in reducing the number of African American Students identified as students with disabilities with a weighted risk ratio of 0.68, significantly below the state target of 1.50. The risk ratio for students in the disability category of Mental Retardation is 2.03, while the risk ratios for students in the disability categories of Emotional Disturbance (1.32) and Specific Learning Disabilities (1.32) are below the 1.50 state target ratio. Areas for improvement include the time spent by African American students with disabilities outside of the general education environment in addition to the rate of suspensions for these students. A Local School System is considered Significantly Disproportionate if the identification of students within a racial or ethnic group for one of more disabilities listed above is equal to or exceeds the 1.5 weighted risk ratio AND the percentage of students within a racial or ethnic group who are placed outside of the general education setting for 60 % of the school day exceeds the .20 Index AND the percentage of the students within a racial or ethnic group who are suspended for greater than 10 days or multiple suspensions summing to greater than 10 days exceeds the .20 index. To access information regarding Counties demonstrating disproportional relationships in the categories of identification, placement and suspensions/expulsions for the 2005 – 2006 school year are represented in the chart Significant Disproportionality Summary .

HCPS Performance data emphasize the need to address the underlying issue that produce disproportionality; such as cultural and linguistic differences, classroom instruction and management as well as school climate. In order to determine causal factors and implement a proactive response HCPS has identified the following outcomes for corrective action:

• Collect and analyze suspension data quarterly by school to determine trends and implement problem-solving strategies;
• Provide staff development training related to differentiated instructional practices which includes teacher perceptions and expectations, learning styles and preferences in addition to increased disability awareness;
• Review policy and procedures for the suspension of SWD with a focus on Manifestation and the provision of FAPE;
• Share updated procedural guidelines with HCPS personnel;
• Solicit public input; and
• Update and focus the referral process for support from the LRE Behavior Interventionist, as well as, other relevant support staff on proactive and positive strategies for diffusing problematic- behaviors.

Results of all efforts with supporting documentation are reported annually to MSDE.

The National Center for Culturally Responsive Educational Systems (NCCRESt), a project funded by the U.S. Department of Education's Office of Special Education Programs, provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports.

Website: http://www.nccrest.org

Eve Müller and Joy Markowitz
This QTA is a brief analysis of the types of information about disproportionality that states provided in their Biennial Performance Reports
Quick Turn Around: Project FORUM at NASDSE, January 2003.

Website: http://www.nasdse.org/projects.cfm?pageprojectid=8

Addressing Disproportionality of Minority Students in Special Education Programs-Article

By: Andrea Paolino, Published by: The Civil Rights Project at Harvard University and the Harvard Education Press, 8th Story Street, 5th Floor, Cambridge, MA USA 02138, Ph: 617-495-3432, Fax 617-496-3584
The following information is how states address the overrepresentation of minority students in special education programs.

Website: http://www.ecs.org

Cultural Diversity and Academic Achievement - Monograph

Written by Barbara T. Bowman, Published in 1994 by NCREL's Urban Education Program
Understanding how differences in culture and language affect children's learning can help us understand what schools can do to improve outcomes for many of this nation's children.

Website: http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0bow.htm#author

Racial Inequity in Special Education-Book

Edited by Dan Losen and Gary Orfield, Harvard Education Publishing Group, Copyright © 2002, 617-495-3432, 800-513-0763
This book provides important direction, for those of us in Congress and for those in our schools. The authors show us where we need to do better to ensure equal educational opportunities for all of our students, whatever their race or socioeconomic status.


Website: http://www.civilrightsproject.harvard.edu

Disproportionality Issues in the Implementation of IDEA '97 - Article

By Dorothy W. Daugherty, The National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, Maryland 20814-9457
The information discussed in this article is drawn from the literature of school psychology, educational psychology, educational reform and educational research.


Website: http://www.nasponline.org/publications/cq284disproportion.html