Yesterday, the National Academy of Education (NAEd) submitted a formal response objecting to the U.S. Department of Education’s proposal to no longer require states to report “Significant Disproportionality” data or alterations to their methodologies for calculating such data pursuant to the Individuals with Disabilities Education Act (IDEA).

There is a long history of racial disparities concerning students with disabilities, including the overidentification of students of color in certain disability categories; the placement of these students in particular (and often restrictive) educational settings; and the disciplinary actions imposed on them. Congress – acknowledging these concerns – added provisions addressing “Significant Disproportionality” in the 1997 reauthorization of the IDEA and further strengthened these requirements in 2004. Pursuant to the IDEA, states are required to collect, report, and evaluate data on significant disproportionality.

The NAEd response articulates the history and importance of collecting and evaluating significant disproportionality data. Additionally, it questions how the Department can perform its monitoring and enforcement mandates without this critical data. Ultimately, the NAEd urges the Department to reconsider its decision so that it can carry out its statutorily required obligations, as well as its mission of “fostering educational excellence and ensuring equal access.”