Significant Disproportionality

What is Significant Disproportionality (SD)?

"Significant disproportionality" describes a pattern where students from one or more racial and ethnic groups are identified for special education, placed in more restrictive educational settings, and/or disciplined at higher rates than their peers. Federal law requires that all states ensure local educational agencies (LEAs) identify and address significant disproportionality to ensure all students with disabilities receive a free appropriate public education in a fair and consistent manner.

For more information on SD, Introduction to Significant Disproportionality [PDF] provides a foundational overview of the concept and its implications under the Individuals with Disabilities Education Act (IDEA).

Topics On This Page: 

• Guidance, Definitions, and Procedures
• Comprehensive Coordinated Early Intervening Services (CCEIS)
• Voluntary Coordinated Early Intervening Services (CEIS)
• Implementation Resources
• Technical Assistance and Support
• Research, Evidence, and Program Evaluation
• Statutes and Regulations

Guidance, Definitions, and Procedures

Key documents detailing how SD is defined, measured, and when actions are required.

• Significant Disproportionality: Definitions, Methodology, and Support [PDF] overviews the definitions and methodology used to identify SD based on race and ethnicity with respect to special education identification, placement, and disciplinary action. Additional information is also provided, including a Q&A and weblink resources.
• Significant Disproportionality: Timeline of Analysis and Determination [PDF] contains the timeline of analysis and determination for SD for school years 2021-2022 through 2025-2026.
• Significant Disproportionality: Essential Questions and Answers [PDF] contains federal guidance regarding SD and CCEIS.

Comprehensive Coordinated Early Intervening Services (CCEIS)

Comprehensive Coordinated Early Intervening Services (CCEIS) is required for any local educational agencies (LEAs) identified with SD under IDEA. CCEIS must address the factors contributing to disproportionality and include services for children both with and without disabilities, targeting the age group and areas most related to the identified issue.

• Introduction to CCEIS [PDF] outlines the basics of CCEIS, including what it is and who is responsible, and key information about CCEIS plans.
• Policies, Procedures, and Practices (PPP) Overview [PDF] provides a foundation for understanding the basics of PPPs in relation to SD.
• The Root Cause Analysis (RCA) Overview [PDF] discusses the importance of RCA in addressing SD in education for students with disabilities. It outlines various RCA methods, emphasizes the need for a diverse team and comprehensive data, and suggests updating problem statements and targeting improvement strategies after identifying root causes.

Voluntary Coordinated Early Intervening Services (CEIS)

Coordinated Early Intervening Services (CEIS) refers to voluntary activities that LEAs may implement to provide additional academic and behavioral support to students in grades K–12 (with a focus on K–3) who are not currently identified as needing special education but require extra help to succeed.

• A Comparison of CEIS and CCEIS [PDF] outlines the differences between CCEIS and CEIS on key elements.
• Navigating CEIS [PDF] focuses on helping state educational agencies (SEA) and LEAs understand CEIS and its reporting requirements. 

Implementation Resources

CCEIS/CEIS Practice Guide

The CCEIS/CEIS Practice Guide [PDF] provides two scenarios each for CEIS and CCEIS. Each scenario describes an LEA’s implementation of CEIS/CCEIS and how the LEA or state could track the amount LEAs reserved for CEIS/CCEIS, the activities conducted using IDEA funds for CEIS/CCEIS, the target group of students, and ongoing student-level data about special education services.

Root Cause Analysis (RCA)

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• The Teaming for Successful Root Cause Analyses [PDF] provides comprehensive guidance on assembling a multidisciplinary team, establishing clear roles and processes, and ensuring adequate support and resources to effectively identify the factors contributing to disproportionality.
• RCA: Understanding a Community Need contains guidance on conducting an RCA with a team, providing step-by-step actions and an overview of potential tools for the team.
• National Center on Safe Supportive Learning Environments: RCA guide offers a structured approach to addressing disparities in school discipline, providing tools for both descriptive analysis and root cause analysis, with the ultimate goal of developing an actionable understanding to effectively reduce and eliminate disparities in school discipline.

Fiscal Management and Data

• Allowable Costs for CEIS/CCEIS [PDF] is an essential quick-reference guide for LEAs on using IDEA Part B funds for CEIS/CCEIS. Includes allowable costs, compliance rules, and documentation requirements.
• The CEIS Fiscal and Student Data Tracker is a set of four spreadsheet tools that SEAs can use with their LEAs, schools, and providers to assist them in tracking finances, services, and student data associated with CEIS/CCEIS.
• The Data Meeting Toolkit is a suite of tools that groups can use to guide conversation around data and support data-based decision making. The toolkit provides resources to support success before, during, and after data meetings.

Technical Assistance and Support

Practical resources for implementation, scaling, and evidence-based practices (EBPs) for CEIS and CCEIS. 

Research, Evidence, and Program Evaluation