This final report describes strategies identified from interviews with educators in eight school districts in three states (Arkansas, New Mexico, and Pennsylvania) concerning the disproportionate number of students from racial/ethnic minority groups receiving special education services. The first section describes the methodology of the case study examination. Sections 2 and 3 present the three state case studies and the eight school district reports, followed by a section summarizing challenges faced by school districts when addressing disproportionality. The fifth section summarizes recurring themes across states and districts. These include: (1) the importance of having a school staff trained to work with racially/ethnically diverse students; (2) the need for on-going professional development in such areas as positive classroom management, identifying learning strengths, effective instructional practices for diverse learners, and nonbiased assessment; (3) the need for general and special educators to work together; (4) the importance of encouraging parent/family input at all educational levels; (5) the need for special education data to be disaggregated by race/ethnic group; and (6) the importance of school districts monitoring referral and evaluation/assessment processes and exploring ways to address disproportionality. Appended are ratings of state level initiatives, data collection guidelines, and plans from three of the school districts. (DB)