This report presents results of a study describing current state policies and practices to minimize or reduce inappropriate placements of minority students in special education. States were surveyed to obtain information about changes in their procedures for collecting data by race/ethnicity and their procedures to monitor local districts where overrepresentation is identified. The analysis built on a 1991 study by the staff of the Arkansas Department of Education. Findings are discussed and illustrated in tabular form. Administrative practices are described for six states that have developed formal follow-up procedures subsequent to a finding of overrepresentation in a local district. These states are Arkansas, California, Illinois, Massachusetts, New Mexico, and Pennsylvania. The analysis concludes that, although there has been an increase in the number of states that collect child count data by race/ethnicity, few states have mechanisms for addressing the overrepresentation issue once a district is suspected of having some disproportionality. Three recommendations are offered to address this issue: (1) data should be collected by all states by gender, race, and ethnicity; (2) further analysis of state enrollment data is needed to get a more accurate picture of the state dimensions of this problem; and (3) collaboration should continue among government, experts, and stakeholders to support the development of solutions to this problem. (Includes 14 references.) (DB)