Addressing Significant Disproportionality in Special Education: A Call to Action

In the realm of special education, significant disproportionality is a pressing issue that impacts the educational outcomes of historically marginalized students. The term refers to the over-identification, over-discipline, or over-placement of certain groups of students—often Black students—in special education programs, particularly in categories like Emotional Behavior Disorders (EBD). Despite decades of reform and numerous policies intended to address these disparities, significant disproportionality remains an enduring challenge.

What is Significant Disproportionality?

Significant disproportionality occurs when Black students are identified for special education services at rates disproportionate to their peers. This issue manifests in three key areas

1. Identification: Black students are disproportionately identified with disabilities, especially EBD, intellectual disabilities, and specific learning disabilities.

2. Disciplinary Actions: Black students are suspended and expelled at much higher rates than their White counterparts, contributing to the "school-to-prison pipeline."

3. Educational Placements: Black students are more likely to be placed in restrictive educational settings, limiting their access to the general education curriculum and inclusive opportunities.

What Does Significant Disproportionality Look Like?

To illustrate how significant disproportionality manifests, consider the following example:

In a school district with a population that is 15% Black and 70% White, Black students might account for:

- 50% of the students identified with Emotional Behavior Disorders (EBD), despite only representing 15% of the student body.

- 40% of the suspensions and expulsions, even though their White peers make up the majority of the student population.

- 60% of students are placed in more restrictive settings, such as self-contained classrooms or alternative schools, where they have less access to the general education curriculum and fewer opportunities to engage with their peers.

This means that Black students in this district are being disproportionately labeled with a disability, disciplined more harshly, and segregated from their peers at significantly higher rates than their White counterparts.

Why Does This Matter?

Significant disproportionality isn't just a matter of numbers—it's about equity, justice, and the future of our students. When Black students are overrepresented in special education or subjected to harsher discipline, it exacerbates existing inequities and creates barriers to academic success.

For Black students, the implications of being disproportionately labeled with an EBD diagnosis can be especially harmful. Emotional Behavior Disorders are often misunderstood and can lead to stigmatization. The result? Students are removed from general education settings, isolated from peers, and denied access to the rich, inclusive educational experiences they deserve.

This issue also has a lasting impact on families and communities. Disproportionality can perpetuate cycles of poverty and incarceration, as students who are funneled into segregated, restrictive educational environments may struggle to succeed later in life.

How Can We Address Significant Disproportionality?

The solution to significant disproportionality requires more than implicit bias training—it demands systemic change. Schools, districts, and educators must critically examine their policies, practices, and procedures to ensure they are not perpetuating inequity. Here are a few steps to consider:

1. Data-Driven Accountability: Schools and districts must collect and analyze data regularly to identify patterns of disproportionality in identification, discipline, and placement. Data disaggregation by race, gender, and disability category can highlight where interventions are needed.

2. Policy Reform: It is essential to develop and implement policies that promote equity in special education processes. This includes revisiting criteria for disability identification and providing culturally responsive interventions before labeling a student with a disability.

3. Culturally Responsive Practices: Educators must be trained in culturally responsive teaching and assessment practices. By understanding the cultural backgrounds and experiences of Black students, educators can reduce the likelihood of misidentifying students for special education based on behavior that may be culturally influenced but not indicative of a disability.

4. Family and Community Engagement: Engaging Black families in the decision-making process ensures that students' cultural, social, and emotional needs are understood and addressed. Schools must foster partnerships with families and community organizations to create a more inclusive educational environment.

5. Holistic Support Systems: Providing multi-tiered systems of support (MTSS) and positive behavioral interventions and supports (PBIS) can help students succeed academically and behaviorally, reducing the need for special education services or disciplinary actions. Early interventions and trauma-informed practices should be prioritized.

Moving Forward

As we work to address significant disproportionality, it’s crucial to center the experiences of Black students. At Turn the Page, we are committed to partnering with schools, districts, and educators to challenge the systems that contribute to these inequities. By implementing meaningful, sustainable changes, we can help dismantle the barriers that prevent students from thriving.

This work isn’t easy, but it’s necessary. Together, we can create more just, equitable, and inclusive educational environments for all students.