No abstract

The study conducted included four school districts that were addressing New York State Chapter 405 citations related to disproportionality. The purpose of this study was to identify the districts' common characteristics related to disproportionality, as well as common approaches and processes used to address the issue. An action research, multi-case study method was used, with the researchers assuming the dual role of consultants and researchers. Data were collected from questionnaires and facilitated focus group discussions. This paper will address both the methods and findings of the study. Implications of the results and recommendations for practice in interdistrict support will be discussed.