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Me lo d y Mus g ro ve
Dire c t o r, Offic e o f Sp e c ia l Ed uc a t io n Pro g ra m s And To m a kie Wa s hing t o n, Ac t ing Dire c t o r Info rm a t io n Co lle c t io n Cle a ra nc e Divis io n Offic e o f Ma na g e m e nt
U.S. De p a rt m e nt o f Ed uc a t io n 4 0 0 Ma ryla nd Ave nue , SW LBJ Build ing , Ro o m 2 E1 0 5 Wa s hing t o n, DC 2 0 2 0 2 -4 5 3 7
Ap ril 2 4 , 2 0 1 4 Re : Do c ke t No : ED-2 0 1 3 -ICCD-0 0 4 7
De a r Ms . Mus g ro ve a nd Ms . Wa s hing t o n:
The Ce nt e r fo r Civil Rig ht s Re m e d ie s o f t he Civil Rig ht s Pro je c t o f UCLA a nd 1 4 c o -s ig na t o rie s a p p re c ia t e t his o p p o rt unit y t o c o m m e nt o n p ro p o s e d re vis io ns t o t he St a t e Pe rfo rm a nc e Pla n ( SPP) a nd t he Annua l Pe rfo rm a nc e Re p o rt ( APR) re g a rd ing t he Pa rt B p ro g ra m s . Our c o m m e nt s a re info rm e d b y t he re c e nt d a t a s na p s ho t re le a s e d b y t he U.S. De p a rt m e nt o f Ed uc a t io n’s Offic e fo r Civil Rig ht s find ing t ha t in 2 0 1 1 -1 2 , t hirt e e n p e rc e nt o f a ll s t ud e nt s wit h d is a b ilit ie s we re s us p e nd e d a t le a s t o nc e , whic h is m o re t ha n t wic e t he ra t e o f s t ud e nt s wit ho ut d is a b ilit ie s ( 6 %) .1
Furt he r, s t ud e nt s wit h d is a b ilit ie s m a ke up 1 2 % o f t he
e nro llm e nt ye t 2 5 % o f t he s c ho o l-b a s e d a rre s t s a nd 2 5 % o f t ho s e re fe rre d t o la w e nfo rc e m e nt .2
As d is t urb ing a s t he find ing s re g a rd ing s t ud e nt s wit h d is a b ilit ie s a re , t he ra c ia l d is p a rit ie s a m o ng s t ud e nt s wit h d is a b ilit ie s s ub je c t e d t o d is c ip line a re e q ua lly p ro b le m a t ic . Our a na lys is o f t he OCR d a t a fo r 2 0 0 9 s ho w t ha t o ne in fo ur ( 2 4 %) o f Bla c k s t ud e nt s wit h d is a b ilit ie s in g ra d e s K-1 2 we re s us p e nd e d o ut o f s c ho o l a t le a s t o nc e in 2 0 0 9 -1 0 . Tha t is o ve r 2 .5 t im e s t he ra t e fo r Whit e s t ud e nt s wit h d is a b ilit ie s ( 9 %) . Unfo rt una t e ly, t he s e d a t a a re ve ry d iffic ult fo r t he p ub lic t o o b t a in, d e s p it e t he fa c t t ha t Co ng re s s re q uire s e a c h s t a t e t o re p o rt t his info rm a t io n t o t he p ub lic e a c h a nd e ve ry ye a r. In fa c t , no
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These statements are also informed by the 2014 published work of the Disparities in Discipline Research Collaborative. A full set of briefing papers is available at:
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U. S. Department of Education Office for Civil Rights, Civil Rights Data Collection Data Snapshot: School Discipline at p. 7 (March 21, 2014).
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c o m p lia nc e wit h t he d is c ip line d a t a re p o rt ing re q uire m e nt s is t he no rm , no t t he e xc e p t io n.
We b e lie ve t ha t t he e lim ina t io n o f ind ic a t o r 2 0 , whic h g o ve rns c o m p lia nc e a nd a c c ura c y o f d a t a re p o rt ing , is ina p p ro p ria t e g ive n wid e s p re a d s t a t e no
n-c o m p lia nn-c e wit h re q uire m e nt s t o re p o rt d is n-c ip line d is p a rit ie s t o t he p ub lin-c . The s t a ke s a re g ra ve .
Furt he r, OSEP’s e lim ina t io n o f t he ind ic a t o r fo r m o nit o ring o f a c c ura t e d a t a re p o rt ing wo uld und e rm ine t he U.S. De p a rt m e nt o f Ed uc a t io n’s e ffo rt s a nd p rio rit ie s a s re fle c t e d in t he My Bro t he r’s Ke e p e r Init ia t ive , t he DOJ / OCR g uid a nc e o n s c ho o l d is c ip line a nd t he Sup p o rt ive Sc ho o l Dis c ip line Init ia t ive ( SSDI) . Co ns id e r, fo r e xa m p le , t ha t a t t he s e c o nd a ry le ve l, a c ro s s t he na t io n, 3 6 % o f Bla c k m a le s wit h d is a b ilit ie s we re s us p e nd e d a t le a s t o nc e . In la unc hing t he init ia t ive c a lle d My Bro t he r’s Ke e p e r, Pre s id e nt Ob a m a s p o ke o f t he “s c ho o l-t o -p ris o n” p ip e line a nd l-t he d a l-t a re g a rd ing Bla c k m a le s in p a rl-t ic ula r. The
Pre s id e nt p le d g e d t o re vie w a ll t he a re a s in whic h t he fe d e ra l g o ve rnm e nt c o uld im p ro ve it s e ffo rt s t o a d d re s s t he una c c e p t a b le s t a t is t ic s . One p la c e t o b e g in is t o s t e p -up fe d e ra l la w e nfo rc e m e nt whe n s t a t e s p ro vid e no d is c ip line d a t a o n s t ud e nt s wit h d is a b ilit ie s b y ra c e d e s p it e a n e xp lic it s t a t ut o ry re q uire m e nt t o d o s o und e r t he IDEA. The fa c t t ha t t he p ub lic g e t s p a rt ia l info rm a t io n a b o ut t he s e d is p a rit ie s fro m OCR every other year is no e xc us e fo r t he wid e s p re a d no
n-c o m p lia nn-c e wit h t he IDEA. Co ng re s s o b lig a t e d s t a t e s t o re p o rt t his info rm a t io n t o t he p ub lic e ve ry ye a r whe n it a m e nd e d t he IDEA in 2 0 0 4 , a nd furt he r
re q uire d re p o rt ing o f ra c ia l d is p a rit ie s in d is c ip line , inc lud ing s us p e ns io ns o f o ne d a y o r m o re . We b e lie ve t he De p a rt m e nt o f Ed uc a t io n’s Offic e o f Sp e c ia l
Ed uc a t io n Pro g ra m s ( OSEP) s e nd s t he wro ng m e s s a g e whe n, d e s p it e t he s e init ia t ive s a nd d is c o urs e a b o ut t he im p o rt a nc e o f d a t a , a nd in t he fa c e o f wid e s p re a d no n-c o m p lia nc e wit h t he d is c ip line re p o rt ing , OSEP e lim ina t e s d a t a re p o rt ing a nd a c c ura c y a s a n ind ic a t o r.
We und e rs t a nd t ha t t he wa y t ha t ind ic a t o r 2 0 ha s b e e n wo rd e d a nd
im p le m e nt e d , inc lud ing t he p e rm is s ive na t ure o f m o nit o ring in t he p a s t , m a y ha ve c re a t e d t he p e rc e p t io n t ha t re vie wing c o m p lia nc e wit h d a t a a c c ura c y a nd re p o rt ing is no w re d und a nt o r unne c e s s a ry. Ho we ve r, we a rg ue t ha t t he c o nt e xt c a lls fo r a re vis io n o f t he ind ic a t o r, a nd t ha t t he De p a rt m e nt o f Ed uc a t io n m us t d o m o re , no t le s s , t o e ns ure s t a t e c o m p lia nc e wit h b o t h t he le t t e r a nd s p irit o f
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IDEA’s p ub lic d a t a re p o rt ing re q uire m e nt s , e s p e c ia lly wit h re g a rd t o d is c ip line d is p a rit ie s .
Our c o re re c o m m e nd a t io n t o re vis e ra t he r t ha n e lim ina t e ind ic a t o r 2 0 is
c o nne c t e d t o o ur c o nc e rns a b o ut la x e nfo rc e m e nt o f t he IDEA wit h re g a rd ra c ia l d is p ro p o rt io na lit y in s p e c ia l e d uc a t io n. He re is a s um m a ry o f o ur re la t e d
re c o m m e nd a t io ns :
• Exp a nd t he s c o p e o f ind ic a t o rs 4 a a nd 4 b t o a d d re s s t he s t a rk d is p a rit ie s in s us p e ns io ns inc lud ing s us p e ns io ns o f o ne d a y o r m o re b y ra c e a nd d is a b ilit y.
• Re vis e ind ic a t o rs 4 b , 9 , a nd 1 0 , t o re m e d y t he we ll-d o c um e nt e d p ro b le m s in m o nit o ring a nd e nfo rc ing IDEA’s p ro vis io ns int e nd e d t o re d uc e ra c ia l d is p ro p o rt io na lit y.
The fo llo wing c o m m e nt s p ro vid e o ur re a s o ning in d e t a il fo r e a c h c o nc e rn a nd s ug g e s t io n m a d e a b o ve :
1. Revise Indicator 20: Re c e nt ly we jo ine d wit h t he Co unc il fo r St a t e Go ve rnm e nt s a nd e a c h o rg a niz a t io n s urve ye d t he re p o rt ing o f d is c ip line d a t a o n e a c h s t a t e ’s we b s it e . We c o m p a re d a nd c o nfirm e d o ur find ing s a nd ha ve jo int ly p ub lis he d a g uid e t o s t a t e re p o rt ing . We ha ve c o nc lud e d t ha t m o s t s t a t e s fa ile d t o p ub lic ly re p o rt any d is c ip line d a t a o n s t ud e nt s wit h d is a b ilit ie s ( s e e a t t a c he d e xc e l s um m a ry) . Furt he r, m o s t o f t ho s e t ha t re p o rt e d s o m e d a t a d id no t m e e t t he m o re e xt e ns ive a nnua l d is c ip line d a t a re p o rt ing re q uire m e nt s re q uire d b y
Se c t io n 6 1 8 . We a p p la ud t he fa c t t ha t t he De p a rt m e nt o f Ed uc a t io n int e nd s t o c o m m it fund ing fo r a d a t a t e c hnic a l a s s is t a nc e c e nt e r t o im p ro ve t he q ua lit y o f s t a t e s ’ d a t a c o lle c t io n a nd re p o rt ing . Te c hnic a l a s s is t a nc e t o wa rd m e e t ing t he d a t a re q uire m e nt s o f 6 1 6 a nd 6 1 8 ha s b e e n p ro vid e d in t he p a s t . He re is a n e xc e rp t fro m a 2 0 1 1 s urve y b y a fe d e ra lly fund e d t e c hnic a l a s s is t a nc e p ro vid e r ( wit h e m p ha s is a d d e d ) .
“Indicator B20 measures the timeliness and accuracy of state-reported data (Section 618 and Section 616). The data sources for this indicator are state selected and include data from the state data and assessment systems, as well as technical assistance and monitoring systems.
Measurement of this indicator is defined in the SPP/APR requirements as:
State-reported data, including Section 618 data and annual performance reports, are: (a) Submitted on or before due dates (February 1 for child count, including race and ethnicity, placement, and assessment, and November 1 for
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exiting, discipline, personnel, and dispute resolution, and February 1 for the APR); and (b) Accurate (describe mechanisms for ensuring error free, consistent, valid and reliable data and evidence that these standards are met). The Data Accountability Center (DAC) reviewed a total of 60 FFY 2009 APRs. These included the 50 states, the District of Columbia, the territories, and the Bureau of Indian Education (BIE). For this discussion, all of these will be referred to as states, unless otherwise noted. Analysis of the actual target data as reported by states indicates:
• Thirty-one (52%) states reported that their data were 100% accurate.
• Twenty-nine (48%) states reported accuracy other than 100%.
• Of these 29 states, 27 reported a percentage between 90 and 99%.”
As m e nt io ne d , o ur o wn s urve y o f s t a t e we b s it e s in 2 0 1 3 fo und t ha t o nly 1 7 o f 5 0 s t a t e s ha d p ub lic ly re p o rt e d any o f t he d is c ip line d a t a re q uire d b y t he IDEA.3
Co ns is t e nt wit h o ur find ing s , t he De p a rt m e nt o f Ed uc a t io n, in t he NPRM
re g a rd ing a t e c hnic a l a s s is t a nc e c e nt e r fo r IDEA d a t a d e s c rib e d t he re s ult s o f a re c e nt s urve y t he y c o nd uc t e d a s fo llo ws :
“… various programs, districts, and other facilities are using different collection processes to gather data for required data submissions. Federal data reports that include the same data elements on the same subgroups of students include data that often do not match. These situations hinder the States’ capacity to report valid and reliable data to the Secretary and to the public as required by IDEA section 616(b)(2)(B) and to meet IDEA data collection and reporting requirements in IDEA sections 616 and 618.
States with fragmented data systems are also more likely to have missing data. For example, if a State collects and maintains data on disciplinary removals of students with disabilities in a special education data system and maintains data on the
demographics of students in another data system, the State may not be able to accurately match all data on disciplinary removals with the demographics data needed to meet the IDEA reporting requirements.”
Recommendations: We b e lie ve t ha t ind ic a t o r 2 0 ’s s im p le s e lf-re p o rt o f a c c ura c y a nd c o m p lia nc e wit h d a t a re p o rt ing ha s p ro ve n t o b e ins uffic ie nt . Pre vio us ly, we urg e d OSEP t o c o m p a re t he c o nt e nt o f s t a t e ’s p ub lic re p o rt ing o n s t a t e
we b s it e s t o t he ir s e lf-re p o rt s o f c o m p lia nc e . Furt he r, t he ind ic a t o r a llo ws fo r “s t a t e s e le c t io n” o f c rit e ria a nd s e e m s t o p e rm it s t a t e s t o us e t he ir o wn s t a nd a rd s t o e va lua t e c o m p lia nc e . Fo r t his re a s o n we b e lie ve t ha t t he ne e d e d t e c hnic a l a s s is t a nc e t o im p ro ve d a t a c o lle c t io n re p o rt ing ( a nd us e ) s ho uld b e c o up le d wit h a m o re s ub s t a nt ia l, rig o ro us a nd a nnua l fe d e ra l re vie w o f wha t s t a t e s a c t ua lly re p o rt t o t he p ub lic t o e ns ure t ha t s t a t e s m e e t t he ir p ub lic re p o rt ing o b lig a t io ns .
A re vis e d ind ic a t o r 2 0 s ho uld a ls o a d d a s t a t e re vie w o f c o m p lia nc e b y d is t ric t s . Only wit h s t ro ng d is t ric t c o m p lia nc e c a n s t a t e s m e e t t he ir p ub lic re p o rt ing o b lig a t io n.
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The 50 State Survey is available here: http://civilrightsproject.ucla.edu/resources/projects/center-for-civil- rights-remedies/school-to-prison-folder/online-data-resources/nation-wide-survey-of-state-education-agencies2019-online-school-disciplinary-data
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In it s re s p o ns e t o s e ve ra l o b je c t io ns t o t he p ro p o s e d e lim ina t io n o f ind ic a t o r 2 0 OSEP s t a t e d :
Current Indicator 20: Timely and Accurate Data
Comment: A few commenters are concerned that data quality will suffer because States would no longer be required to report on timely and accurate data.
Discussion: We do not agree that data quality will be compromised because States are no longer required to report on Indicator 20. We will continue to consider data accuracy and the timeliness of a State’s submission when making annual determinations under section 616(d).4
The s t a t e d p la n is inc o ns is t e nt wit h t he s e ve ra l fe d e ra l init ia t ive s o n s c ho o l d is c ip line . The De p a rt m e nt o f Ed uc a t io n ha s a rg ue d t ha t OSEP c o uld s im p ly re vie w wha t s t a t e s c urre nt ly p ro vid e t hro ug h EDFa c t s a nd o t he r s ub m is s io ns a nd d e t e rm ine whe t he r s t a t e s c o m p lie d , a nd e lim ina t e t he o b lig a t io n fo r s t a t e s t o e xp lic it ly d e s c rib e ho w t he y we re c o m p lying in t he ir re s p o ns e t o ind ic a t o r 2 0 . We b e lie ve t ha t m e re ly t ra c king a s t a t e ’s s ub m is s io n t o EDfa c t s , furt he r
we a ke ns wha t is a lre a d y a c le a r e xa m p le o f ina d e q ua t e m o nit o ring a nd
e nfo rc e m e nt . Ye a rs o f a p e rm is s ive a p p ro a c h t o p o o r q ua lit y re p o rt ing b y s t a t e s m a y ha ve c o nt rib ut e d t o t he p ro b le m a t ic d a t a c o lle c t io n a nd re p o rt ing a t t he s c ho o l a nd d is t ric t le ve l. The c urre nt ind ic a t o r 2 0 m a y b e p o o rly wo rd e d , b ut t he ne e d t o m o nit o r a nd e nfo rc e t he c o lle c t io n a nd p ub lic re p o rt ing o f s p e c ia l e d uc a t io n d a t a , e s p e c ia lly wit h re g a rd t o t he d is p a ra t e d is c ip line o f s t ud e nt s wit h d is a b ilit ie s , re m a ins e xt re m e ly hig h.
2 . Expand the scope of indicators 4a and 4b to include suspensions of one day or more: Our re c e nt re p o rt a na lyz ing t he d a t a c o lle c t e d a nd re p o rt e d b y OCR fo r t he 2 0 0 9 -1 0 a c a d e m ic ye a r re ve a ls d is a b ilit y a nd c o m b ine d ra c e a nd d is a b ilit y d is p a rit ie s t ha t s ho c k t he c o ns c ie nc e . Se c t io n 6 1 6 o f t he IDEA, t he s t a t ut o ry p ro vis io n o n m o nit o ring e nfo rc e m e nt , a t s ub s e c t io n ( a ) ( 4 ) e xp lic it ly e nc o ura g e s t he Se c re t a ry t o c o ns id e r o t he r re le va nt info rm a t io n a nd d a t a . We b e lie ve t ha t t he we ll d o c um e nt e d fre q ue nc y wit h whic h s t ud e nt s wit h d is a b ilit ie s a re
s us p e nd e d fo r a d a y o r m o re , wa rra nt a n e xp a ns io n o f ind ic a t o rs 4 a a nd 4 b t o c o ve r a ll o ut o f s c ho o l s us p e ns io ns . As m e nt io ne d , o ur m o s t re c e nt s t ud y re p o rt e d in “Out o f Sc ho o l a nd Off Tra c k” re ve a le d t ha t 3 6 % o f a ll Bla c k m a le s e c o nd a ry s t ud e nt s wit h d is a b ilit ie s we re s us p e nd e d , o ut o f s c ho o l, a t le a s t o nc e in 2 0 0 9 -1 0 . The s e d a t a a re s ho c king b e c a us e t he y im p lic a t e a wid e s p re a d p a t t e rn o f unjus t a nd e xt re m e ly ha rm ful e xc lus io n fro m s c ho o l o f s t ud e nt s wit h
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d is a b ilit ie s , a nd e s p e c ia lly c hild re n o f c o lo r wit h d is a b ilit ie s . Re s e a rc h furt he r ind ic a t e s t ha t s us p e ns io ns a re s t ro ng ly a s s o c ia t e d wit h hig he r ris k fo r d ro p p ing o ut a nd fut ure invo lve m e nt in t he juve nile jus t ic e s ys t e m . On t o p o f t he
d e t rim e nt s t o t he life o ut c o m e s o f c hild re n wit h d is a b ilit ie s , t he re a re a ls o s t a g g e ring c o s t s t o t he t a xp a ye r re s ult ing fro m t he a ll t he a s s o c ia t e d ris k inc re a s e s s uc h a s d e c re a s e d p ro d uc t ivit y a nd une m p lo ym e nt , g re a t e r he a lt h p ro b le m s , d e linq ue nc y, ne e d s fo r s o c ia l s e rvic e s a nd a d ult inc a rc e ra t io n.
Give n t ha t b e ha vio ra l is s ue s ha ve his t o ric a lly b e e n us e d t o jus t ify t he unla wful who le s a le e xc lus io n fro m s c ho o l, a nd g ive n c le a r a nd c o nc lus ive e vid e nc e t ha t hig h p e rc e nt a g e s o f s t ud e nt s wit h d is a b ilit ie s a re s t ill fre q ue nt ly e xc lud e d fro m s c ho o l o n b e ha vio ra l g ro und s , a nd a t d ra m a t ic a lly hig he r ra t e s t ha n t he ir no n-d is a b le n-d p e e rs , we urg e OSEP t o e xp a nn-d inn-d ic a t o rs 4 a a nn-d 4 b t o a n-d n-d re s s d is p a rit ie s in s us p e ns io ns o f o ne d a y o r m o re a s we ll a s fo r lo ng -t e rm s us p e ns io ns .
3 . Revise indicators 4b, 9, and 10, to ensure that racial disproportionality is identified and addressed. Ba s e d o n t he GAO’s Fe b rua ry, 2 0 1 3 re p o rt , “St a nd a rd s Ne e d e d t o Im p ro ve Id e nt ific a t io n o f Ra c ia l a nd Et hnic Ove rre p re s e nt a t io n in Sp e c ia l Ed uc a t io n” it is we ll d o c um e nt e d t ha t OSEP ha s t a ke n a p e rm is s ive s t a nc e o n d e fining s ig nific a nt d is p ro p o rt io na lit y a nd t his ha s und e rm ine d t he e ffic a c y o f OSEP t o a d d re s s ra c ia l d is p ro p o rt io na lit y. Sp e c ific a lly, t he GAO p o int s o ut t ha t t he re is a n und e rlying p ro b le m in t ha t OSEP ha s a llo we d s t a t e s fa r t o o m uc h fle xib ilit y in d e fining "s ig nific a nt d is p ro p o rt io na lit y" a nd "Ed uc a t io n' s a b ilit y t o o ve rs e e s t a t e s ' id e nt ific a t io n o f d is t ric t s wit h s ig nific a nt d is p ro p o rt io na lit y is ha m p e re d " a s a re s ult . The GAO s t a t e s t ha t "[ Ed uc a t io n] ha s no t ...re q uire d s t a t e s t o c ha ng e t he ir d e finit io ns whe n t he y m a ke it unlike ly t ha t
d is p ro p o rt io na lit y will b e id e nt ifie d ." A m o re unifo rm s t a nd a rd t o re vie w a nd p o s s ib ly re je c t s t a t e ’s d e finit io ns is ne c e s s a ry.
Sp e c ific a lly OSEP’s c o m m e nt s a c kno wle d g e d t he p ro b le m s t a t ing :
Discussion: We maintain that it would not be appropriate to specifically define the term “disproportionate representation” as used in Indicators 9 and 10 given that there are multiple factors at the State level to consider when establishing this definition. However, we recognize that some State-established definitions may be written in such a way that makes it likely that no LEAs will be identified with disproportionate representation. We encourage every State, particularly those in which the State, using its current State-established definition, has not identified any districts with disproportionate representation, to review its definition and, with
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stakeholder involvement, make any necessary revisions. OSEP will continue to review State definitions to ensure the definitions will yield valid results.5
OSEP’s c o m m e nt in re s p o ns e t o t his c o nc e rn, a c kno wle d g ing t he p ro b le m a nd s t a t ing t he y will encourage s uc h s t a t e s t o re vis e t he ir d e finit io ns is t o o we a k a re s p o ns e . This a p p ro a c h ha s b e e n t rie d a nd ha s no t p re ve nt e d s t a t e s fro m m a king a m o c ke ry o f t he s e ind ic a t o rs . We b e lie ve t ha t , e ve n wit ho ut s e t t ing fo rt h a unifo rm d e finit io n, OSEP c a n d o fa r m o re t ha n m e re ly “e nc o ura g e ” s t a t e s t o re vie w t he ir c urre nt d e finit io n. Cle a rly OSEP c a n p ro vid e a d d it io na l g uid a nc e a nd t he Se c re t a ry c a n re je c t a ny d e finit io n t ha t vio la t e s t he le t t e r or spirit o f t he la w. OSEP c a n s e t fo rt h s o m e “m o d e l” d e finit io ns , p ro vid e inc e nt ive s t o s t a t e s t ha t im p le m e nt t he m wit h int e g rit y, a nd re je c t d e finit io ns t ha t vio la t e t he s p irit o f t he la w.
OSEP’s c o nt inue d ina c t io n in t he fa c e o f t he s e g la ring d e fic ie nc ie s will no t o nly und e rm ine t he init ia t ive s a ro und s c ho o l d is c ip line b ut will a m o unt t o a d is re g a rd o f c o ng re s s io na l int e nt a s ra c ia l d is p ro p o rt io na lit y wa s a n e xp lic it p rio rit y a re a fo r m o nit o ring a nd e nfo rc e m e nt .
Conclusion:
The Ce nt e r fo r Civil Rig ht s Re m e d ie s o f t he Civil Rig ht s Pro je c t a t UCLA a lo ng wit h t he c o -s ig na t o rie s t o t his le t t e r, b e lie ve t ha t t he p ro p o s e d c ha ng e s a re fa r m o re d e t a ile d a nd ha ve m uc h g re a t e r im p lic a t io ns t ha n s im p ly a c ha ng e t o a d a t a c o lle c t io n t o re d uc e b urd e ns . We a p p la ud OSEP’s int e nt io ns t o re d uc e b urd e ns a nd t o s t re ng t he n m o nit o ring a nd e nfo rc e m e nt in a m a nne r t ha t yie ld s im p ro ve d o ut c o m e s fo r s t ud e nt s wit h d is a b ilit ie s . Ho we ve r, t he re d uc e d p ub lic re p o rt ing a nd p ro p o s e d d im inis he d a t t e nt io n t o c o m p lia nc e wit h re g a rd t o d a t a a c c ura c y o nly e le va t e s o ur p rio r c o nc e rns t ha t OSEP ha s fa ile d t o a d e q ua t e ly m o nit o r a nd e nfo rc e t he s t a t ut o ry p ro vis io ns re g a rd ing ra c ia l d is p ro p o rt io na lit y wit h re g a rd t o d is c ip line , p la c e m e nt a nd id e nt ific a t io n.
We b e lie ve t ha t a s OSEP ha s e nt e re d int o a p ro c e s s o f re vis it ing t he ind ic a t o rs a nd ho w it us e s d a t a t o m o nit o r a nd e nfo rc e t he IDEA, t he re is a n o p p o rt unit y fo r OSEP t o a lig n it ’s m o nit o ring a nd e nfo rc e m e nt wit h t he g o a ls o f My Bro t he r’s Ke e p e r Init ia t ive a nd m a ke s ig nific a nt im p ro ve m e nt s in ho w t he p rio rit y a re a o f
8
ra c ia l d is p ro p o rt io na lit y is m o nit o re d a nd e nfo rc e d . As a re s e a rc h b a s e d c e nt e r d e d ic a t e d t o re m e d ying ra c ia l ine q uit y in e d uc a t io n, we wo uld we lc o m e a ny o p p o rt unit y t o wo rk wit h t he De p a rt m e nt o f Ed uc a t io n t o wa rd a d d re s s ing t he c o nc e rns ra is e d a b o ve .
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