The Individuals with Disabilities Education Act (IDEA) requires annual data collection to
monitor the provision of special education services, yet federal reports rarely disaggregate …

Developing humanizing, culturally and linguistically responsive and justice‐oriented
classroom management practices require integrating robust theoretical principles with …

Ensuring the provision of a free, appropriate public education (FAPE) to students qualified
for services under the disability category of emotional disturbance (ED) has been both …

A substantial achievement gap, with culturally and linguistically diverse (CLD) students
falling behind native-English-speaking White peers, has been widely documented in …

This study surveyed teachers' perceptions of English learners (ELs) and their referrals to
special education during the COVID-19 pandemic. Limited social interactions during the …

Although research supports that nationally, Black students in Grades K-12 are three times
more likely to be suspended or expelled than their White peers, there has been little …

Studies document how teachers disproportionately exit schools with high poverty rates and
higher enrollment of marginalized groups, including multilingual learners. Chronically high …

The purpose of this study sought to investigate the link between professional development
and the implementation of professional learning to improve student performance. The …

Due to the impacts of overrepresentation of historically marginalized middle school student
suspensions on the prison pipeline, there is urgency in addressing disproportionality in …

The purpose of this comparative quantitative study was to determine if the implementation of
multi-tiered systems of supports aligned alternative discipline practice in the form of positive …