This correlation, quantitative, non-experimental, ex-post-facto study examined the relationship of the percentages of students that were identified as being from high poverty districts and the rate of students identified as eligible for services under Individual with Disability Act (IDEA). To do this, 188 randomized elementary public-school…

Despite growing research and the federal standard of providing students with education in the least restrictive environment, students with disabilities continue to be excluded inappropriately from the general education classroom. This quantitative study was designed to identify any relationship between collective teacher efficacy, teacher…

Society's failure to educate proportionate numbers of African American students in mathematics is an ongoing problem. The roots of this problem lie in systemic racism and segregated schools. The overwhelming majority of economically disadvantaged African American high school students at segregated schools receive substandard mathematics education.…

This study explores teachers' perceptions of equity in education for students in four high-poverty elementary schools in Chicago. Teachers in high-poverty schools in Chicago regularly face dilemmas in serving high-need students with limited resources due to significant gaps in funding of metropolitan public schools. Literature on equity in…

The purpose of this study will be to examine the policies and practices of two distinguished superintendents of the Chicago Public Schools: Dr. Joseph P. Hannon and the first African American female Superintendent Dr. Ruth Love. Hannon's four year administration extended from 1975 through 1979. Love's administration encompassed the years 1980…