|Indicator 9: Disproportionality-Child with a Disability - Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.
Data Source: Annual Data Report (Collections 2005, 2006, 2007) and Fall Surveys (October 2005, October 2006, October 2007)
NJOSEP defined disproportionate representation from both a functional and statistical perspective.
Functional Definition: Implementation of policies, procedures, and practices in the general education instructional, behavioral, and intervention process and/or the special education identification, referral, evaluation, or eligibility determination process that results in a systemic, pervasive, persistent pattern of inappropriate over-identification/under-identification of students with disabilities of a specific racial/ethnic group as eligible for special education and related services.
Statistical Definition - NJOSEP used multiple measures to statistically determine disproportionate representation. The measures included three descriptive statistics: unweighted risk ratio; risk rate comparison; and a measure of impact comparing expected vs. observed numbers of students identified as eligible for special education. The measures also included a statistical test of significance chi square.
Districts were ranked on each of the three measures for a three year period (2005-2006, 2006-2007, 2007-2008. Ranks for the three year period were totaled and those districts with the lowest ranks (i.e., ranks of 1 to 50) were targeted for a review of policies, procedures and practices of factors that may be contributing to disproportionate representation that is the result of inappropriate identification.
Risk Ratio: Risk Ratio answers the question – What is a specific racial/ethnic group’s risk of receiving special education and related services compared to the risk for all other students?
Risk Rate Comparison: Risk Rate Comparison answers the question – What is the difference between the classification rates of specific racial/ethnic group of students compared to all other students?
Impact: Impact Calculation answers the question – How large was the impact on a particular racial/ethnic group?
Local districts that were identified for disproportionate representation completed a self-assessment review of district policies, procedures and practices and identified areas that may be contributing to disproportionate representation. Based on that review they have developed an improvement plan to address areas of compliance and/or continuous improvement.