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Significant disproportionality with regard to identifying children as children with disabilities or as children with specific disabilities is, by definition, overrepresentation. This resource defines overrepresentation and three related terms: over...

This online learning module provides a general overview of how the methods and design of data collection and analysis affect interpretation of the data. The module presents the different links in the data chain (e.g., defining the question...

In December 2016, OSEP finalized new regulations on significant disproportionality (34 CFR §300.646). These regulations enforce the use of IDEA funds for mandatory CCEIS, which LEAs provide upon identification of significant disproportionality, and...

Many schools and districts have been identified as low performing or disproportionate because of disparities between subgroups on a variety of success measures. Other schools and districts are proactively trying to address identified success gaps...

Produced by IDC and CIFR, this resource discusses each of the four new data elements OSEP is adding related to the LEA MOE provisions of IDEA in the MOE Reduction and CEIS data collection. The resource reviews each new element, presents information...

The presentation provides a self-assessment rubric that can help states and local districts view their school/district programs and practices with an "equity" lens and help states and LEAs understand the reasons for discrepancies in outcomes between...

This rubric allows a team of users from a school or district to systematically examine the root causes of success gaps among groups of students by focusing on equity, inclusion, and opportunity. The rubric has been updated recently and now includes...

This white paper focuses on elements of equity, inclusion, and opportunity that can minimize or eliminate success gaps among different groups of students. It provides the research-based background that guided development of a complementary rubric...

Validity is about more than results—it is determined by the question asked, the data collection design, and analysis. In this session, presenters led a discussion on what the data can, and cannot, say about outcomes, using examples from a selection...

After a State determines that a district has significant disproportionality, what are the next steps? Presenters and session participants discussed how states can identify technical assistance and available tools and resources to help LEAs identify...