Date: ____________
Metropolitan Center for Urban Education
DISPROPORTIONALITY ROOT CAUSE REPORT
District/Region: ____________________ NYU 405 Team Leader:_________________________
(Completed reports must be sent to team members via the listserv by July 12, 2006)
I. Data Findings:
This section documents the findings of Modules A, B and C, based on a comprehensive root cause
analysis framework. The aggregate information gleaned from the Modules allowed each district team to
hypothesize on possible root causes of Disproportionality.
Module A:
Understanding Disproportionality
I. Problem Areas Cited:
List problem areas here.
Relative Risk Ratio findings
Data interpretation/narrative here.
I. Achievement Data
Discuss comparative data for Blacks, Whites, Hispanics, SWDs in Math and ELA at achievement levels 1, 2, 3 and
4. Include data interpretation/narrative. Important: Use latest school report card.
Module B:
Disproportionality Data Repository (DDR)
I. Classification Information
Include classification information based on PD1/4 and data that was collected at the district level and analyzed.
Include data interpretation/narrative.
Module C:
DDR Analysis & Other Data Collection
I. Community Context Data
Include data interpretation/narrative.
II. School Context Data
Include data interpretation/narrative.
III. Referral Process
Include data interpretation/narrative.
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II. Root Causes
This section documents the outcomes of Module D-Getting to Root Cause. It cites district teams
concrete examples leading to hypotheses generated around beliefs, practices, and policies on possible root
causes of disproportionality.
School Organization
Issues That Are Root
Causes To
Disproportionality
Instructional Staff
Capacity Issues
That Are Root
Causes To
Disproportionality
Curriculum/Instruction
Issues That Are Root
Causes To
Disproportionality
External Community
Issues That Are Root
Causes To
Disproportionality
Beliefs
Practices
Policies
Descriptors:
School Organization
Curriculum
Instructional Capacity
External Community
refers to the leadership & schools’ organization (eg. IST, CSE).
refers to the standards-based content /subjects offered by schools.
refers to teachers’ pedagogy, knowledge of content area, and their
understanding of their student population.
refers to external community factors (eg. relationships with parents, CBOs. etc.)
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