Disproportionality

Leslie PyperOSPI, Special Education [email protected]

What is Disproportionality? students of a specific ethnicity or race

over-represented or under-represented

0%

2%

4%

6%

8%

10%

12%

14%

% in district % in sped % in district % in sped

Percent Racial/ethnic group

% in district

% in sped

% in district

% in sped

Over-rep

Under-rep

Disproportionality is especially apparent for African American males in high-incidence categories such as mental retardation and emotional disturbance.

Oswald, Coutinho and Best (2000)

African American students are the most overrepresented group in special education programs in nearly every state, and … disproportionate representation is most pronounced in MR and ED

Skiba, Russell J., et al. (2006)

The professional literature distinguishes between judgmental & non-judgmental disability categories

judgmental or high-incidence (soft)

Specific learning disability

Mental retardation

Emotional disturbance

nonjudgmental or low-incidence (hard)

Deafness

Blindness

Orthopedic impairment

Severe mental retardation

KewalRamani, A., Gilbertson, L., Fox, M., and Provasnik, S. (2007). Status and Trends in the Education of Racial and Ethnic Minorities (NCES 2007-039). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

1998 – 2004 students served under IDEA• All 6 -21 yr-olds increased less than 1 %• American Indian/Alaska Native students increased 4 % (from 10 to 14 percent)

• Six million 6 to 21 yr-olds were served in 2004 (9 % of total population) 14% of American Indians/Alaska Natives 13 % of Blacks 9 % of Whites 8 % of Hispanics 5 % of Asians/Pacific Islanders

To believe with certainty, we must begin by doubting.

Polish Proverb

Risk Ratio for American Indian and Alaska Native MR – Fall 2006

1.5 – 1.992 and 3Above 3

WRRC presentation

Risk Ratio for American Indian and Alaska Native ED – Fall 2006

1.5 – 1.992 and 3Above 3

WRRC presentation

American Indian/Eskimo

Censusscope.org

Risk Ratio for African American MR – Fall 2006

1.5 – 1.992 and 3Above 3

WRRC presentation

Risk Ratio for African American ED – Fall 2006

1.5 – 1.992 and 3Above 3

WRRC presentation

African American

Censusscope.org

Dr. Billy C. Hawkins became the 20th President of Texas College in Tyler, Texas in 2000.

http://www.ferris.edu/htmls/alumni/c&g/spring2003/hawkins.htm

He moved on to become President of Talladega College on January 1st, 2008.

Billy C. Hawkins was labeled “educable mentally retarded” and placed in special education from 3rd -10th grade…

Doubt is uncomfortable, certainty is ridiculous. Doubt is uncomfortable, certainty is ridiculous.

-Voltaire (François-Marie Arouet)-Voltaire (François-Marie Arouet)

In Washington…

2.6% (27,363) 16.3% AmInd/AN

8.6% (89,231) 6% Asian/PI

5.5% (56,790) 14.8% Black

15.3% (158,612) 10.7% Hispanic

68% (672,350) 11.3% White

Dec 2008Childcount

Oct 2008Enrollment

% of pop.in Spec Ed

4.0% (4,477)

4.7% (5,318)

7.5% (8,402)

15.3% (17,060)

68.3% (76,069)

% spec ed (## spec ed) % enrolled (## enrolled)

Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska

NativeAsian/Pacific

IslanderBlack (not Hispanic) Hispanic

White (not Hispanic)

All Disabilities 1.49 1.56 1.56 0.55 0.55 0.54 1.42 1.42 1.42 1.00 0.99 0.99 1.00 1.01 1.02

06/07 – 08/09 WA weighted risk ratios

‘All’ special education

underover over

State = aggregate dataDistricts can vary widelyBuildings can vary widely within a district

“1.0” means an equal likelihood (or risk) as all other students

STATE Totals

Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska Native

Asian/Pacific Islander

Black (not Hispanic) Hispanic


Autism 0.54 0.56 0.63 0.99 1.02 0.99 0.83 0.79 0.81 0.34 0.35 0.34 1.81 1.80 1.82

Comm Dis 1.34 1.40 1.37 0.79 0.74 0.71 0.85 0.84 0.82 0.96 0.93 0.93 1.10 1.14 1.16

EBD 1.81 1.72 1.73 0.26 0.25 0.24 2.59 2.69 2.73 0.42 0.41 0.38 1.21 1.24 1.29

Health Impaired 1.25 1.31 1.29 0.35 0.35 0.34 1.39 1.41 1.44 0.49 0.51 0.52 1.61 1.60 1.59

SLD 1.66 1.79 1.81 0.51 0.50 0.48 1.60 1.59 1.57 1.37 1.40 1.44 0.79 0.78 0.77

MR 1.97 1.93 1.97 0.61 0.65 0.66 1.60 1.65 1.71 1.27 1.25 1.24 0.78 0.77 0.76

06/07 – 08/09 WA weighted risk ratiosSpecific categories STATE Totals

Click here --Disproportionate Data

Group % in enrollmentAmerican Ind/AN

Asian/PI

Black

Hispanic

White

Washington State 2008

(6-21 yr olds)

Washington State 2008

NAS Statement

In terms of cognitive and behavioral competence, students fall along a continuum…

there is no black and white distinction between those who have disabilities or gifts and those who do not.

A variety of forces push on the lines from opposing directions…

NAS Statement (cont’d)

We have argued that where along the continuum of achievement the lines are drawn for specialized education is artificial and variable. Perhaps of greater concern, however, are factors that affect where a student falls along the continuum. For students having difficulty in school who do not have a medically diagnosed disability, key aspects of the context of schooling itself, including administrative, curricular/instructional, and interpersonal factors, may contribute to their identification as having a disability and may contribute to the disproportionately high or low placements of minorities...(Donovan & Cross, 2002, pp. 25-27)

50 States and DC, including BIE schools

So, who is separated most from their peers?

Table 1 = 80-100% in gen ed setting Table 2 = 40-79% Table 3 = 0-39%

“…there are two prevalent trends in the data:

1) once identified, minority students from every major racial group are more likely than white students with disabilities to be removed from the general education classroom for all or part of their school day ; and

2) black students are most often over-identified in the disability categories that have the highest correlation with isolation from the general education setting, mental retardation and emotional disturbance.”

Garcia Fierros, Edward, & Conroy, James W. (2002)Double Jeopardy: An Exploration of Restrictiveness and Race in Special Education.In Losen & Orfield (Eds.) Racial Inequity in Special Education (39-70). Cambridge, MA: Harvard Education Press

Once students are receiving special education services, they tend to remain in special education classes and they are likely to encounter a limited, less rigorous curriculum (Harry & Klingner, 2006)

Students who enter special education 2+ years below age mates can expect to maintain disparity or fall farther behind.

“the research does suggest that unconscious racial bias, stereotypes, and other race-linked factors have a significant impact on the patterns of identification, placement, and quality of services for minority children, and particularly for African-American children.

Losen, D. & Orfield, G. (2002). Introduction. In D. Losen & G. Orfield (Eds.) Racial Inequity in Special Education . Cambridge, MA: Harvard Education Press.

WWhy? hy? Failure of general education to educate

children from diverse backgrounds

Misidentification, misuse of tests

Lack of access to effective instruction *

Insufficient resources

Teachers who are less well prepared

Poverty

Some HypothesesSome Hypotheses

NICHCY National Dissemination Center for Children with Disabilities www.nichcy.org

(b) Special rule for eligibility determination.

A child must not be determined to be a child with a disability under this part— (1)If the determinant factor for that determination is— (i)Lack of appropriate instruction in reading, (ii)Lack of appropriate instruction in math; or (iii) Limited English proficiency;

34 CFR 300.306

*Also in WAC 392-172A-03040

Things that make you go “hmmmm…”

a) There are gross racial disparities for Blacks compared to Whites and Hispanics in mental retardation and emotional disturbance, but not…

in medically diagnosed disabilities;

b) There are dramatic differences in the risk for disability from one state to the next;

Challenges to the “poverty theory”: Daniel Losen (2002)

Minority Overrepresentation and Underservicing in Special Education.Losen, Daniel J.; Principal; Jan 2002; 81(3); p. 45 (EJ637130)

c) Hispanics have substantially lower risk for mental retardation and emotional disturbance compared

to Whites, and even lower compared to Blacks, even though Hispanics and Blacks share a far greater risk for poverty, exposure to environmental toxins and low academic achievement; and

d) There are large disparities in cognitive disability identification rates between boys and girls

generally, and especially between Black boys and girls.

“The effects of poverty cannot satisfactorily explain racial disparities in identification for mental retardation or emotional disturbance.”

“…these results must be seen as consistent with a body of literature that has failed to establish any reliable relationship between rates of poverty and disproportionate placement in special education”

Disproportionality is a very complex issue with many contributing factors.

There is not one cause, nor one solution.

Losen, D. & Welner, K. G. (2002). Legal Challenges to Inappropriate and Inadequate Special Education for Minority Children. In D. Losen & G. Orfield (Eds.) Racial Inequity in Special Education (pgs. 167-194) . Cambridge, MA: Harvard Education Press.

“Not surprisingly, overrepresentation data for black students in special education mirror overrepresentation in such undesirable categories as dropping out, suspension and expulsion, low-track placement, involvement with juvenile justice, and underrepresentation in Advanced Placement (AP) and gifted classes.”

“The most effective remedies will go beyond the special education evaluation process and entail regular education reforms.”

Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30-51.

“Based on the data from a number of diverse studies, it appears that school suspension is being used with increasing frequency, in a disproportionate manner relative to minorities, and for infractions that should be handled with less intensive disciplinary strategies. Moreover, these studies indicate that school suspension often is not successful in decreasing students’ chronic and inappropriate behavior, and it is related to a variety of negative academic and educational outcomes for students.”

Middle schoolMales: Black 48.9% 127.06 per 100 B males

White 25% 52.41 per 100 W malesFemales: Black 31.88% 69.13 per 100 B females White 9.28% 16.47 per 100 W females

Across all 3 levelsBlack males 2x as likely as White malesBlack females >3x as likely as White females

Florida Study: 12th largest district in the nation

ElementaryBlack males >3x as likely as White or Hispanic malesBlack females > 8x as likely as White or Hispanic females

Looking at all of Indiana’s schools, disproportionality is greatest at suburban schools

39.21

52.39

38.89

28.15

9.976.60

13.9019.0319.19

16.90

10.38

10.01

0

10

20

30

40

50

60

Urban Suburban Town Rural

Inc

ide

nt

Ra

te P

er

10

0 S

tud

en

ts

AfricanAmericanHispanic

White

Rausch & Skiba, 2004 Discipline and Disproportionality in the New IDEIAwww.nccrest.org/events/cec_2006_HO.pptIndiana study

“Given the intensity of a disciplinary action where a student is barred from attending school and the concomitant loss of instruction and academic engaged time, one might think that only the most egregious behaviors would result in school suspension. However, contrary to popular belief, most out-of-school suspensions across the country are for minor infractions of school rules rather than for dangerous or violent acts.”

Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26(1), 30-51.

For What Behaviors are Students For What Behaviors are Students Referred? Referred? For What Behaviors are Students For What Behaviors are Students Referred? Referred?

White students referred more for:

SmokingVandalismLeaving w/o permissionObscene Language

Black students referred more for:

DisrespectExcessive NoiseThreatLoitering

Of 32 infractions, only 8 significant differences:Of 32 infractions, only 8 significant differences:

Discipline and Disproportionality in the New IDEIAwww.nccrest.org/events/cec_2006_HO.ppt

What does getting suspended have to do with disproportionate representation in special education?

Could they be connected?

“Suspension alone is unlikely to significantly reduce misbehavior, especially among students who do not find the school environment to be particularly reinforcing.”

“the effective use of suspension begins first and foremost with establishing a school environment that teaches, promotes and facilitates appropriate, pro-social behavior.”

pbis.org

Level White Black Hispanic Asian/PI American Indian/AN

4th grade NAEP reading achievement levelsBelow basic 23 54 51 24 49At/above basic

36 32 32 32 31

At/above proficient

31 12 14 30 16

At advanced 10 2 3 14 48th grade NAEP reading achievement levelsBelow basic 17 46 43 21 42At/above basic

44 42 43 39 39

At/above proficient

35 11 14 35 17

At advanced 3 0 1 5 2

Percentage distribution of students across NAEP reading achievement levels, by race/ethnicity and grade: 2007

http://nces.ed.gov/nationsreportcard/nde/criteria.asp SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Reading Assessment.

National

Washington State Summary Adequate Yearly Progress 2007-08

Elementary School Band (Grades 3 - 5)

Met Proficiency Goal

Student Group Reading MathAll No No American Indian No No Asian/Pacific Islander

Yes Yes

Black No No Hispanic No No White Yes Yes Limited English No No Special Education No No Low Income No No

Middle School Band (Grades 6 - 8)


Student Group Reading Math

All Yes No American Indian No No Asian/Pacific Islander

Yes Yes

Black No No Hispanic No No White Yes No Limited English No No Special Education No No Low Income No No



High School Band (Grade 10)


Student Group Reading Math

All Yes No American Indian No No Asian/Pacific Islander Yes Yes Black Yes No Hispanic Yes No White Yes No Limited English No No Special Education No No Low Income No No

All

Stu

dent

s

Group Class of

2008Class of 2009

Met Reading & Writing

On-Time Grads

Met Reading & Writing

On-Time Grads

Amer. Indian

85.9% 47.9% 87.2% *

Asian 93.4% 80.5% 94.9% *Pac. Islander

86.0% 58.7% 83.2% *

Afr. American

86.8% 59.9% 88.7% *

Hispanic 85.5% 60.4% 88.5% *Caucasian 93.4% 75.4% 94.0% *Multiracial 90.8% 56.3% 90.2% *All Students

92.0% 72.0% 93.0% *

* Available after districts report graduates in fall 2009

American Indian/Alaska Natives, Pacific Islanders, African Americans, and Hispanicsall had passing rates of 85% or higher for students who stayed in high school all four years, but all saw an on-time graduation rate of 60% or lower.

WASL

Renton 07-08 drop out rates grades 7-12

Net students served in grade*Number of dropouts in

grade** Dropout rate in grade

Building 7 8 9 10 11 12 7 8 9 10 11 12 7 8 9 10 11 12

Black River Hi 0 0 15 52 58 14 0 0 3 12 16 4 0% 0% 20.0% 23.1% 27.6% 28.6%

Dimmitt Mid 290 281 0 0 0 0 10 12 0 0 0 0 3.4% 4.3% 0% 0% 0% 0%

Griffin Home 1 1 1 6 4 1 0 0 0 0 1 0 0.0% 0.0% 0.0% 0.0% 25.0% 0.0%

Hazen Senior Hi 0 0 381 317 332 260 0 0 2 5 9 11 0% 0% 0.5% 1.6% 2.7% 4.2%

Home Program 14 9 6 11 17 5 0 0 0 0 4 1 0.0% 0.0% 0.0% 0.0% 23.5% 20.0%

Lindbergh Sen Hi 0 11 329 335 317 210 0 0 7 11 30 3 0% 0.0% 2.1% 3.3% 9.5% 1.4%

McKnight Mid 414 338 0 0 0 0 1 8 0 0 0 0 0.2% 2.4% 0% 0% 0% 0%

Nelsen Mid 382 353 0 0 0 0 4 1 0 0 0 0 1.0% 0.3% 0% 0% 0% 0%

Out Of District Facility 1 0 1 0 2 0 0 0 0 0 0 0 0.0% 0% 0.0% 0% 0.0% 0%

Renton Academy 5 6 8 1 6 1 1 0 1 0 1 0 20.0% 0.0% 12.5% 0.0% 16.7% 0.0%

Renton Senior Hi 0 179 284 274 160 188 0 0 11 10 11 36 0% 0.0% 3.9% 3.6% 6.9% 19.1%

Sartori Ed Ctr 0 0 1 6 115 21 0 0 0 1 34 12 0% 0% 0.0% 16.7% 29.6% 57.1%

The class of 2008, which started in 2004-05, began with approximately 89,500 students and lost about 18,500 (21%) due to dropouts.

When the class graduated last June, another 4,000 students remained in lower grades or remained as returning 12th graders, likely because of a lack of credits.

From the NEWSROOM - presentation materials on state assessment

Dropout Rates

Class of 2008 Washington State

http://www.k12.wa.us/Communications/PressReleases2009/WASL-HSRelease.aspx

Minority youths are over-represented in the juvenile justice system , especially in secure confinement, in every state in the nation.

(Children’s Defense Fund Action Council)

We need to shift the focus to

“what all public educators should do to improve educational opportunities and outcomes for all children”

Racial Inequity in Special Education . Cambridge, MA: Harvard Education Press.

“Prevention of the achievement and behavioral patterns that lead to referral to special education is the most effective strategy to reduce disproportionality in special education.”

“Prevention of the achievement and behavioral patterns that lead to referral to special education is the most effective strategy to reduce disproportionality in special education.” ~Daniel J. Reschly, Ph.D.

Vanderbilt University March 2009

It is easier to build strong children than to repair broken men.

~ Frederick Douglass

Old paradigm: schools provide instruction

New paradigm:

schools produce learningThis changes EVERYTHING.Adapted from Culturally Mediated Instruction: A Critical Tool in Achieving the DreamThe McPhail Group & The Community College of Baltimore County January 2007

“The bottom line of systems thinking is leverage – seeing where actions and changes in structures can lead to significant, enduring improvements… ”

Peter Senge

RTI

Proficiency on State assessments

Discipline

LRE

Disproportionate representation in

special ed

Drop out rates

Graduation rates

Impacts both general and special education…

Academic Achievement

Child Count Enrollment Indicator 9 Table of weighted risk ratios Indicator 10 Table of weighted risk ratios District Data Profile

(Hidden sheets)

GraduationDropoutDisciplineState assessment (including AYP)

What data is available?

For every complex problem there is an answer that is clear, simple, and wrong.

H. L. Mencken (1880-1956)

Michelangelo

but that it is too low and we reach it”

“The greatest danger for most of usis not that our aim is too high and we miss it,

QuestionsAdequately trained to teach Reading

and Math?

Classroom Management Problems?

Language or Cultural Issues confounding Understanding of the Issue?

Quality of Actions to Manage Problems? Early Intervening Services (CEIS) or

Response to Intervention (RTI)Are Students of Color, in particular,

benefiting in Measurable Ways?

70By Daniel J. Losen, Kris Kaase, W. Alan Coulter, Courtney Jenkins, & Donna Hart-Tervalon

RRC webinar on disproportionalityRemedies to Racial/Ethnic Disproportionality in Special Education: Beyond Compliance

Implementation Matters

Changes in adult professional behavior

Changes in organizational structures and cultures to encourage and support change in adult professional behavior

Proactive and Responsive educational systems for students

Wait to

fail That goes for adults, too…..

Many school professionals need further training in classroom management so that they avoid contributing to a child’s challenging behavior.

(Reschly, 2002; National Alliance of Black School Educators (NABSE) & ILIAD Project, 2002; Division For Early Childhood, 1999)

Technical assistance and supports are needed “that consider the needs of students and teachers in regular classrooms alongside potential problems in the process of evaluation and placement.”

Losen, D. & Welner, K. G. (2002). Legal Challenges to Inappropriate and Inadequate Special Education for Minority Children. In D. Losen & G. Orfield (Eds.) Racial Inequity in Special Education (pgs. 167-194) . Cambridge, MA: Harvard Education Press.

School Building Intervention Team:Six Stages of Pre-Referral Process

Stage 1: Initial concern regarding a child's academic progressIn the first stage of the pre-referral process, initial

concerns regarding the child's academic progress are voiced by someone.

Stage 2: Information gatheringAfter the pre-referral process has been started,

various pieces of information are collected on the child.

Six Stages of Pre-Referral Process (continued)Stage 3: Information sharing and

team discussionTeam members understand that their purpose

is to recommend and support effective interventions in general education.

Stage 4: Discussion of strategy optionsDuring this stage, brainstorming is used by the

pre-referral team to generate and then select interventions for each area of concern.

Six Stages of Pre-Referral Process (continued)Stage 5: Implementation and monitoring

of strategyDuring this stage, the intensity and duration of the

intervention is agreed upon by the pre-referral team (teacher assistance team). In addition a monitoring system that assesses progress over time is developed.

Stage 6: Evaluation and decision-makingThe final stage is evaluation and decision making

stage; the team decides whether the strategy should be continued, modified, or whether based on the information that the child should go from pre-referral into formal referral for special education.

Strategies for developing culturally supportive learning environments….Address the individual

needs of each learnerTeacher expectations

= student achievement

Take ownership for students’ learning

Complete a self-assessment of your teaching practices

Motivate students to work towards their fullest potential

Assess student learning styles and make instructional accommodations as needed

Teach students to connect academic success to personal efforts

A Practical Guide to Accelerating StudentAchievement Across Cultures – September 2008Maryland State Department of Education (MSDE)

Strategies (continued)Assist students in

discovering and maximizing their learning styles

Share student learning styles with parents seeking their perspective and input

Use a variety of grouping strategies

Incorporate the culture of the home in instruction to activate prior knowledge

Challenge biases and stereotypes that inhibit student achievement

Establish and nurture a classroom climate of inclusiveness, affiliation, and mutual support.

A Practical Guide to Accelerating StudentAchievement Across Cultures – September 2008Maryland State Department of Education (MSDE)

If not now, when?

-- Talmud.

http://www.civilrightsproject.ucla.edu/research/specialed/specialed_gen.php

Read the intro & access links to:Diversity Dropouts NCLB High stakes testing Discipline Bilingual education Desegregation

The Civil Rights Project at UCLA

Racial Inequity in Special Education. Edited by Daniel Losen & Gary Orfield. 2002.

Discipline and Disproportionality in the New IDEIAwww.nccrest.org/events/cec_2006_HO.ppt

Racial Disproportionality in School Disciplinary Practiceswww.lapositivebehavior.com/news/School_Discipline_Brief1.pdf

NCCRESt --- National Center for Culturally Responsive Education Systems (funded by US Dept of Ed, OSEP) www.nccrest.org

provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports.GREAT professional modules for your use. (Free!)

The Equity Center at the Northwest Regional Educational Laboratory http://www.nwrel.org/cnorse/ -- funded by US DOE -- offers T/TA on issues relating to equity in education

http://clas.uiuc.edu -- Culturally and linguistically appropriate services (mostly related to early childhood)

http://www.pbis.org/ Positive Behavior Interventions and Supports

http://www.rti4success.org/National Center on Response to Intervention

Things do not change; we change.

Henry David Thoreau (1817-1862)

ESD 113

Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809






Indicator 9: Disproportionate representation in special education and related services

Indicator 10: Disproportionate representation in specific eligibility categories

ESD 113

Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809





Autism 0.00 0.40 0.00 0.00 0.97 0.00 0.00 1.11 0.00 0.00 0.25 0.00 0.00 1.90 0.00

Comm Dis 0.00 1.08 0.00 0.00 0.74 0.00 0.00 0.97 0.00 0.00 0.88 0.00 0.00 1.18 0.00

EBD 0.00 1.13 0.00 0.00 0.20 0.00 0.00 1.87 0.00 0.00 0.44 0.00 0.00 1.63 0.00

Health Impaired 0.00 1.39 0.00 0.00 0.32 0.00 0.00 1.25 0.00 0.00 0.66 0.00 0.00 1.46 0.00

SLD 0.00 1.47 0.00 0.00 0.64 0.00 0.00 1.25 0.00 0.00 1.29 0.00 0.00 0.86 0.00

MR 0.00 1.59 0.00 0.00 0.60 0.00 0.00 1.76 0.00 0.00 1.05 0.00 0.00 0.88 0.00


A district in 113

Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809






Enrollment 08-09Amer Ind 4.57%Asian 2.66%Black 0.93%Hispanic 18.18%White 70.05%Pac Islander 0.14%Multi 3.18%

Childcount 08-09Amer Ind 5.77%Asian 1.1%Black 0.6%Hispanic 16.86%White 71.6%Pac Islander 0.46%Multi 3.0%

% of group identifiedAmer Ind 25/158 =15.8%Asian 5/92 = 5.4%Black 3/32 = 9.3%Hispanic 73/629 = 11.6%White 310/2423 = 12.79%Pac Islander 2/5 = 40%Multi 13/110 = 11.8%


Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska

NativeAsian/Pacific



Autism 0.00 0.00 0.00 0.00 3.34 2.52 0.00 0.00 0.00 0.00 0.00 0.00 1.47 1.48 1.99

Comm Dis 2.31 1.58 1.59 1.28 1.96 1.02 0.00 0.00 0.00 1.17 0.96 0.84 0.92 0.90 1.33

EBD 1.48 1.56 1.45 0.00 0.00 0.00 0.00 0.00 0.00 0.48 0.44 0.32 3.46 3.62 4.60

Health Impaired 0.76 0.00 0.39 0.62 0.00 0.62 0.00 0.00 0.00 0.64 0.64 0.65 2.16 4.15 2.28

SLD 1.17 1.12 1.66 0.52 0.31 0.19 0.41 1.03 0.60 1.06 1.22 1.36 1.34 1.13 1.14

MR 2.04 1.27 0.59 0.00 0.00 0.00 4.81 8.05 8.16 0.86 0.76 0.88 0.67 0.52 0.52

A district in 113


Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809






A district in 113


Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska

NativeAsian/Pacific



Autism 0.00 0.00 2.16 1.84 2.22 0.00 0.00 3.39 1.61 0.00 0.00 0.91 2.67 0.91 1.20

Comm Dis 0.00 1.34 0.61 0.93 0.33 0.64 0.00 1.03 0.44 2.08 1.32 1.44 0.89 1.03 1.08

EBD 1.49 0.00 0.00 0.00 0.00 0.00 1.10 1.04 1.22 1.50 1.34 1.56 1.04 1.41 1.18

Health Impaired 1.87 2.50 2.26 0.17 0.14 0.16 1.70 1.68 0.92 1.05 1.17 1.67 1.01 0.91 0.86

SLD 1.95 2.48 2.21 0.35 0.37 0.55 1.78 1.49 1.31 1.82 1.89 1.87 0.64 0.62 0.63

MR 0.00 5.66 4.23 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.97 0.73 2.92 0.82

A district in 113


Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809






A district in 113


Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska

NativeAsian/Pacific



Autism 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.04 2.65 2.52

Comm Dis 3.36 3.56 1.45 0.00 0.00 0.00 0.00 0.00 0.00 1.68 1.63 0.61 1.02 1.02 2.95

EBD 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.75 0.00 0.86

Health Impaired 0.70 1.30 1.87 0.00 0.00 0.00 5.66 0.00 0.00 0.00 0.00 0.81 1.20 0.76 2.21

SLD 1.13 1.26 0.88 0.43 0.95 1.00 2.18 0.00 0.00 1.11 1.44 1.15 0.87 0.66 0.74

MR 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 2.83 2.76 0.00 0.95 0.96 0.00

A district in 113


Indicator 9: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809






A district in 113


Indicator 10: 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809 0607 0708 0809

Amer Ind/Alaska

NativeAsian/Pacific



Autism 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.57 1.48

Comm Dis 7.21 9.67 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 2.17 1.71 0.38

EBD 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.34 1.47 1.51

Health Impaired 4.62 2.42 2.59 0.00 0.00 0.00 0.00 0.00 0.00 0.45 0.00 0.00 1.96 6.84 6.69

SLD 1.16 1.29 1.33 0.00 0.00 0.00 0.00 0.00 0.00 0.64 0.61 0.97 3.05 3.06 2.09

MR 0.00 3.53 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.09 1.90 0.00 0.87 0.91 1.33

A district in 113

Disproportionality

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