Disproportionate representation of students from ethnically diverse populations in special education has been a concern at every level from the judicial system and federal legislation to the parents of identified children. Yet, over-referral itself may not be the problem. Rather, the failure may be for students of varying ethnicities to make improvements once identified and receiving services in special education. This study presents a formative evaluation method to monitor student progress in a school district using curriculum-based measurement (CBM). Student performance was measured and graphed throughout the school year and individual results overlaid on district CBM normative data using each student's peer group. The resulting graphic displays clearly demonstrate student success or failure in these curriculum areas, therefore, from two perspectives: norm and individual-referenced. Implications for practice are discussed, particularly by noting the need to focus on progress monitoring rather than placement rate as the basis for judging disproportionate representation of ethnically diverse populations in special education.
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