Special Education Indicators  

Local School System Results for Special Education
Maryland: Indicator 10 

Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification.

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Narrative Description of Indicator

Indicator 10: Disproportionate Representation in Specific Disability Categories

The MSDE uses its 618 data, collected the last Friday in October, 2018, from each of the 25 local school systems, and reported in the Maryland Early Intervention/Special Education Services Census Data And Related Tables.

Definition of “Disproportionate Representation” and Methodology

Disproportionality is defined as having students in a particular racial/ethnic group (i.e., American Indian or Alaskan Native, Asian, African American, White, Hispanic, Hawaiian or Pacific Islander, or 2 or more races), being at a considerably greater or lesser risk of being identified as eligible for special education and related services than all other racial/ethnic groups enrolled either in the local school system (LSS) or in the State.

Beginning in FFY 2017, Indicator 10 identifies local school systems as having a disproportionality when the ratio comparing its suspension/expulsion rate for children with disabilities to its suspension/expulsion rate for children without disabilities is greater than 2.0, the minimum cell size of 5, and the minimum “n” size of 20.  In applying the cell and “n” size requirements the DEI/SES only included in both the numerator and the denominator, districts that met that State’s requirements. The State also reported the number of districts excluded from the calculation as a result of this requirement.

Identification of Disproportionality

MSDE's analysis of the data demonstrated that eighteen (18) LSSs were identified as having disproportionate representation of racial and ethnic groups in specific disability categories. No LSSs were excluded from the calculation.