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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...

The presentation introduces a research-based guidance document and self-assessment rubric designed to help districts and schools identify the root causes of "success gaps" (for example, in test scores, suspension or graduation rates, or course...

The TA guide describes the more common methods for calculating racial/ethnic disproportionality in special education. IDC revised the guide, originally published by DAC in October 2011, because of a change in SPP/APR indicators B9 and B10 to remove...