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Disproportionality

What is Disproportionality in Special Education?

Disproportionality occurs when a student group is represented at rates that differ substantially from their peers in special education identification, disability category, educational placement, or discipline. Under the Individuals with Disabilities Education Act (IDEA), every state must monitor these patterns to ensure appropriate, consistent, and nondiscriminatory identification and placement practices. 

IDEA affirms that disability is a natural aspect of human diversity and that students with disabilities are entitled to a free appropriate public education (FAPE). Accurate identification and appropriate services are central to supporting meaningful participation, further education, and long-term independence. 

Center on Education and Lifelong Learning’s (CELL) Indiana Disproportionality Resource Center (IDRC) provides expert guidance to districts seeking to understand disproportionality requirements, interpret their state-reported data, and strengthen local policies and practices. While our team has extensive experience supporting work in Indiana, CELL’s expertise is relevant for districts across the United States. 

 

How States Are Monitored Under IDEA

The Office of Special Education Programs (OSEP) evaluates each state annually through the State Performance Plan/Annual Performance Report (SPP/APR) process. This system assesses both: 

  • Compliance indicators — procedural requirements established under IDEA 
  • Results indicators — outcomes such as graduation, assessment performance, and early childhood readiness 

Additionally, states participate in OSEP’s Differentiated Monitoring and Support (DMS) system, which provides oversight and targeted assistance based on state needs. 

States, in turn, issue determinations to districts using their own approved criteria. These criteria typically include risk ratios, risk comparisons, and three-year trend analyses for key areas such as identification and discipline. 

CELL’s IDRC does not conduct state determinations, but we assist districts in understanding: 

  • How indicators are defined 
  • How risk ratios are calculated 
  • Why districts receive certain results 
  • How local procedures relate to federal expectations  

Understanding Disproportionality Results Issued by States

Districts may receive various types of findings associated with disproportionality. While terminology varies by state, the following categories reflect guidance used across the country: 

A district may be identified when disciplinary removals—for example, out-of-school suspensions exceeding 10 days—occur at substantially different rates for a specific student group. 

 

This determination occurs when the representation of a student group in special education or in a particular disability category is significantly different from peers and the state identifies that local policies, practices, or procedures may contribute to that pattern. 

 

Under IDEA, states must identify districts with Significant Disproportionality when risk ratios meet or exceed state-established thresholds over multiple years. Districts identified must reserve funds for Coordinated Early Intervening Services (CEIS) and review—and, if necessary, revise—their identification, placement, and discipline procedures. 

CELL provides expert consultation to help districts understand these findings, examine contributing factors, and design improvement steps aligned with federal expectations.