SECTION V.B. 

SIGNIFICANTDISPROPORTIONALITYG	

Introduction: 

In accordance with 34 CFR § 300.647 (b)(7), States are required to report to the Secretary risk ratio thresholds, 

minimum cell sizes, minimum n-sizes, standards for measuring reasonable progress, if appropriate, and rationales for 

each. In general, these rationales must contain justifications for the choices made, including all relevant data and 

research relied upon to make an informed choice and how the State included stakeholders in that process. Additionally, 

pursuant to the authority established in ^ection 618(a)(3) of the IDEA, the Secretary is also requiring States to report 

the number of years of data used by your State in making annual determinations of significant disproportionality. 

Section A: Minimum N-Sizes

1. Has the State:

a. established a minimum n-size of 30 or less in each of the 14 categories of analysis

described in § 300.647(b)(3) and (4) and

b. verified that the State does not expect to have a comparison group in any of the

categories of analysis that meets the minimum n-size?

If you answered YES to question 1, stop. 'Ž ƚŽ WaŐĞ 1κ͕ ĞŶƚĞƌ ƚŚĞ ŶaŵĞ͕ ƚŝƚůĞ aŶĚ ĐůŝĐŬ Η^ƵbŵŝƚΗ.

2. Does your State use a presumptively reasonable minimum n-size of 30 or less for each of

the 14 categories of analysis described in § 300.647(b)(3) and (4)?

If you answered YES to question 2 please answer question 2a: 

2a. Does your State use the same minimum n-size for all categories of analysis?

If you answered YES to question 2a:

• Fill in Table 1 below by providing the minimum n-size and rationale.

If you answered NO to question 2a:

• Fill in Table 2 below by providing the minimum n-sizes and rationales for each category of

analysis.

If you answered NO to question 2 please read below and answer question 2b: 

Minimum N-Size Detailed Rationale(s) Required

In addition to the justification described in the Introduction, the rationale(s) must include a detailed explanation

of why the numbers chosen are reasonable and how they ensure that the State is appropriately analyzing and

identifying LEAs with significant disparities based on race and ethnicity in the identification, placement, or 

discipline of children with disabilities, as required by § 300.647(b)(7). 

2b. Does your State use the same minimum n-size for all categories of analysis? 

If you answered YES to question 2b: 

• Fill in Table 1 below by providing the minimum n-size and detailed rationale.

If you answered NO to question 2b: 

• Fill in Table 2 below by providing the minimum n-sizes and detailed rationales for each category

of analysis over 30.

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Table 1: Minimum N-Size — Same Minimum N-Size for all Categories of Analysis

Category of Analysis

Minimum 

N-Size

Rationale

(detailed rationale required if minimum n-size is more than 30)

All categories of 

analysis

Table 2: Minimum N-Size — Multiple Minimum N-Sizes

Category of Analysis

Minimum 

N-Size

Rationale

(detailed rationale required if minimum n-size is more than 30)

All disabilities

Autism

Emotional 

disturbance

Intellectual disability
Category of Analysis

Minimum 

N-Size

Rationale

(detailed rationale required if minimum n-size is more than 30)

Other health 

impairments

Specific learning 

disability

Speech and language

impairments

Inside a regular 

classroom less than 

40% of day

Inside separate 

schools and 

residential facilities

Total disciplinary 

removals

Out of school 

suspensions 

<10 days
Category of Analysis

Minimum 

N-Size

Rationale

(detailed rationale required if minimum n-size is more than 30)

Out of school 

suspensions 

>10 days

In school suspensions 

<10 days

In school suspensions 

>10 days

Section B: Minimum Cell Sizes

3. Does your State use a presumptively reasonable minimum cell size of 10 or less for each

of the 14 categories of analysis described in § 300.647(b)(3) and (4)?

If you answered YES to question 3 please answer question 3a:

3a. Does your State only use one minimum cell size of 10 or less for 

all categories of analysis?

If you answered YES to question 3a:

• Fill in Table 3 below by providing the minimum cell size and rationale.

If you answered NO to question 3a:

• Fill in Table 4 below by providing the minimum cell sizes and rationales for each category of analysis.

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If you answered NO to question 3 please read below and answer question 3b:

Minimum Cell Size Detailed Rationale(s) Required

In addition to the justification described in the Introduction, the rationales must include a detailed explanation of why the numbers chosen are

reasonable and how they ensure that the State is appropriately analyzing and identifying LEAs with significant disparities, based on race and ethnicity, 

in the identification, placement, or discipline of children with disabilities, as required by § 300.647(b)(7). 

3b. Does your State use the same minimum cell size for all categories of analysis? 

If you answered YES to question 3b:

• Fill in Table 3 below by providing the minimum cell size and detailed rationale.

If you answered NO to question 3b:

• Fill in Table 4 below by providing the minimum cell size and detailed rationales for each category of analysis over 10.

Table 3: Minimum Cell Size — Same Minimum Cell Size for all Categories of Analysis

Category of Analysis

Minimum 

Cell Size

Rationale

(detailed rationale required if minimum cell size is more than 10)

All categories of 

analysis

Table 4: Minimum Cell Size — Multiple Minimum Cell Sizes

Category of Analysis

Minimum Cell 

Size

Rationale

(detailed rationale required if minimum cell size is more than 10)

All disabilities

Autism

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Category of Analysis

Minimum Cell 

Size

Rationale

(detailed rationale required if minimum cell size is more than 10)

Emotional disturbance

Intellectual disability

Other health impairments

Specific learning disability

Speech and language 

impairments

Inside a regular classroom less 

than 40% of day

Inside separate schools and 

residential facilities
Category of Analysis

Minimum Cell 

Size

Rationale

(detailed rationale required if minimum cell size is more than 10)

Total disciplinary removals

Out of school suspensions <10 

days

Out of school suspensions >10 

days

In school suspensions <10 days

In school suspensions >10 days

Section C: Risk Ratio Thresholds

4. Does your State use one risk ratio threshold for each of the 14 categories of

analysis described in § 300.647(b)(3) and (4)?

If you answered YES to question 4:

• Fill in Table 5 below by providing the risk ratio threshold and rationale.

If you answered NO to question 4: 

• Fill in Table 6 below by providing the risk ratio thresholds and rationales for each category of analysis.

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Table 5: Risk Ratios — Same Risk Ratio Threshold for all Categories of Analysis

Category of Analysis

Risk Ratio 

Threshold Rationale

All categories of 

analysis

Table 6: Risk Ratios — Multiple Risk Ratio Thresholds

Category of Analysis

Risk Ratio 

Threshold Rationale

All disabilities

Autism

Emotional disturbance

Intellectual disability
Category of Analysis

Risk Ratio 

Threshold Rationale

Other health impairments

Specific learning disability

Speech and language 

impairments

Inside a regular classroom 

less than 40% of day

Inside separate schools and 

residential facilities

Total disciplinary removals

Out of school suspensions 

<10 days
Category of Analysis

Risk Ratio 

Threshold Rationale

Out of school suspensions 

>10 days

In school suspensions <10 

days

In school suspensions >10 

days

Section D: Reasonable Progress

5. Does your state utilize the reasonable progress flexibility?

If you answered NO to question 5, proceed to question 6. 

5a. Does your state utilize the same reasonable progress flexibility for each of 

the 14 categories of analysis described in § 300.647(b)(3) and (4)? 

If you answered YES to question 5a:

• Fill in Table 7 below by providing the State’s standard for measuring reasonable progress and rationale.

If you answered NO to question 5a:

• Fill in Table 8 below by providing the State’s standards for reasonable progress and the rationale for each category of analysis.

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Table 7: Reasonable Progress — Same Standard for all Categories of Analysis

Category of Analysis Standard Rationale

All categories of 

analysis

Table 8: Reasonable Progress — Multiple Standards

Category of Analysis Standard Rationale

All disabilities

Autism

Emotional 

disturbance

Intellectual disability

Other health 

impairments
Category of Analysis Standard Rationale

Specific learning 

disability

Speech and language 

impairments

Inside a regular 

classroom less than 

40% of day

Inside separate 

schools and 

residential facilities

Total disciplinary 

removals

Out of school 

suspensions 

<10 days

Out of school 

suspensions 

>10 days
Category of Analysis Standard Rationale

In school 

suspensions 

<10 days

In school 

suspensions 

>10 days

Section E: Number of Years of Data

6. Does your state use the same number of years of data in making annual

determinations of significant disproportionality for each of the 14 categories of

analysis described in § 300.647(b)(3) and (4)?

If you answered YES to question 6: 

• Fill in Table 9 below by providing the number of years of data the State uses in making annual determinations of significant disproportionality.

If you answered NO to question 6:

• Fill in Table 10 below by providing the number of years of data the State uses in making annual determinations of significant disproportionality for

each category of analysis.

Table 9: Years of Data — Same Number of Years Used for all Categories of Analysis

Category of Analysis Number of Years of Data Used

All categories of analysis

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Table 10: Years of Data — Multiple Number of Years of Data Used

Category of Analysis Number of Years of Data Used

All disabilities

Autism

Emotional disturbance

Intellectual disability

Other health impairments

Specific learning disability

Speech and language impairments

Inside a regular classroom less than 40% of day

Inside separate schools and residential facilities

Total disciplinary removals

Out of school suspensions <10 days

Out of school suspensions >10 days

In school suspensions <10 days

In school suspensions >10 days

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dŝƚůĞ ŽĨ /ŶĚŝǀŝĚƵaů WƌĞƉaƌŝŶŐ ƚŚĞ &Žƌŵ͗ 

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