Dr. Fergus describes the root cause analysis as essential process in addressing disproportionality. In this article he lists three common root causes that have emerged from his research and work with many local education agencies.
Fergus, Edward. 2022. Remedies for Disproportionality: It’s Time for a Root Cause Analysis. Catapult Learning, https://catapultlearning.com/2022/08/02/remedies-for-disproportionality-its-time-for-a-root-cause-analysis/ (accessed January 30, 2023).
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education of students of ethnic minorities. Instead it argues that minority children are underidentified for special education.
Morgan, Paul, George Farkas, Marianne Hillemeier, and Steve Maczuga. 2017. “Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools.” Educational Researcher 46 (6): 305–322.
Students of color, English learners, and those from non-dominant cultures often face disproportionate identification and placement in special education, along with related disciplinary disparities. While special education services are crucial for students with actual disabilities, many students are wrongly referred to special education due to struggles stemming from inadequate education policies and classroom practices that fail to meet their needs. Pedagogical practices based on the dominant culture often lack culturally responsive elements, leading to classrooms that do not reflect or value the sociocultural contexts of these students. This disconnect can impede learning and result in teachers mistakenly perceiving these students as having learning or behavioral issues, prompting inappropriate special education referrals.
This brief suggests that district leaders tackle this critical issue by focusing on four key areas:
Implementing culturally responsive and sustaining policies and practices across all educational settings.
Enhancing the special education identification process.
Integrating culturally responsive and sustaining policies and practices specifically in behavior management efforts.
Developing culturally responsive data literacy among district staff at all levels.
Citation: Harvey, A. 2023. “Research-Based Strategies for Addressing Disproportionality in Special Education.” Western Educational Equity Assistance Center at WestEd. https://weeac.wested.org/wp-content/uploads/2023/12/Addressing-Disproportionality-in-Special-Education.pdf (accessed, June 14, 2024).
This technical commentary argues that Morgan et al.’s claim that there is no minority overrepresentation in special education is an error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) the authors’ failure to consider the complexities of special education disproportionality.
Skiba, Russel, Alfreda J. Artiles, Elizabeth B. Kozleski, Daniel J. Losen, and Elizabeth G. Harry. 2016. “Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015).” Educational Researcher 45 (3): 221–225.
This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.
Whitford, Denise K. 2017. “School Discipline Disproportionality: American Indian Students in Special Education.” The Urban Review 49 (5): 693–706.
Due to bias within the education system (including within assessments and academic and other policies), students of color can be misidentified as needing special education, and are then placed in more restrictive settings and experience harsher discipline because of the intersectionality of race and special education. This brief summarizes the literature and latest research on disproportionality in special education and offers changes in policy and practice that can reduce significant disproportionality in schools.
Citation: National Center for Learning Disabilities. 2023. Significant Disproportionality in Special Education: Current Trends and Actions for Impact. Washington, DC: National Center for Learning Disabilities.
This two-page document designed for family and community members articulates the value that the Office of Special Education Programs places on involving affected communities such as children with disabilities and their families, educators, education agency staff, researchers, policymakers, and advocacy groups in defining criteria for determining significant disproportionality. This ensures that families and community partners have a say in identifying Local Education Agencies (LEAs) with significant disproportionality. Additionally, addressing significant disproportionality requires a comprehensive examination of LEA policies, practices, and procedures, with families and community partners contributing to identifying the causes and solutions for disproportionality.
Citation: The Data Center for Addressing Significant Disproportionality. 2023. “Significant Disproportionality: For Families and Communities.” https://dcasd.org/resources/SigDisproIntro-Parents.pdf (accessed, June 14, 2024).
Through this work, the author hopes educators will identify what creates barriers for student success by analyzing data to help create pathways for schools to provide equitable service to all students. Included are tools for data collection and progress monitoring.
Fergus, Edward. 2017. Solving Disproportionality and Achieving Equity: A Leader's Guide to Using Data to Change Hearts and Minds. California: Corwin Press.
This research article provides a brief overview of special education policy within the context of changing student demographics, with a focus on disproportionate identification for special education and inappropriate educational placement for diverse students. The article additionally provides an overview of the Response to Intervention (RTI) model.
Castro-Villarreal, Felicia, Victor Villarreal, and Jeremy R. Sullivan. 2016. “Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students.” Contemporary School Psychology 20 (1): 10–20.
