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) |
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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 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.
- Calculate the risk rate for a specific race/ethnicity. Divide the number of special education students of specific race/ethnicity by number students of a specific race/ethnicity enrolled in district.
- Calculate risk rate for all other students. Divide the number of all other students in special education by the number of all other students in the district.
- Calculate the un-weighted risk ratio.
- Calculate the difference between the risk rates. Subtract risk rate of all other students from risk rate of a specific racial/ethnic group of students.
- Multiply the number of students of specific racial/ethnic group in district by risk rate of all others.
- Subtract the result from the number of students in a specific racial/ethnic group in special education.
- The result is the impact of a specific racial/ethnic group in special education.
__Chi Square:__- 5. calculate chi square test.
- 6. eliminate non-significant districts
- 7. rank #3
- 8. rank #4
- 9. rank #7
- 10. sum the rank scores for each district
- 11. select the districts with the lowest sum of ranks for review.
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. |

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