Disproportionality research has been subject to multiple reviews, but there has been less critical examination of the policy dimension of this enduring educational problem. Given the relevance of federal policies, and interpretations thereof, to educators’ and scholars’ conceptualization of disproportionality and schools’ resultant policies and practices, we provide a brief overview of disproportionality scholarship before focusing on its policy dimensions. We describe the role of federal policy and resultant interpretations to how disproportionality is addressed and our approach to identifying and synthesizing these interpretations. We then analyze the themes apparent in these interpretations: requirements for states’ numerical analysis of “significant disproportionality,” parameters for school systems’ allocation of resources for early intervening services when significant disproportionality is found, and schools’ obligations for nondiscriminatory application of policies and procedures. Finally, we distill implications for school policies, practices, and procedures. We close with discussion of implications for how disproportionality is conceptualized and studied.

中文翻译：

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IDEA 的双重绑定：不成比例政策解释的综合

不成比例的研究受到多次审查，但对这一持久教育问题的政策维度的批判性审查较少。鉴于联邦政策及其解释与教育者和学者对不成比例的概念化以及学校由此产生的政策和实践的相关性，我们在关注其政策维度之前简要概述了不成比例的奖学金。我们描述了联邦政策的作用和由此产生的对如何解决不成比例的解释，以及我们识别和综合这些解释的方法。然后，我们分析了这些解释中显而易见的主题：要求各州对“显着的不成比例、”当发现显着不成比例时，学校系统为早期干预服务分配资源的参数，以及学校对政策和程序的非歧视性应用的义务。最后，我们提炼出对学校政策、实践和程序的影响。我们最后讨论了对如何概念化和研究不成比例的影响。