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…

The formula used to allocate federal funding to states for special education is one of IDEA's most critical components. The formula serves as the primary mechanism for dividing available federal dollars among states and represents policy makers' intent to equalize educational opportunities for students with disabilities nationwide. In this study,…

Few studies examine the effectiveness of community-based early interventions in unselected samples of autistic children, especially those from minoritized backgrounds. These types of studies require attention to strategies for recruitment, retention, data collection, and support for community providers beyond those used in university-based trials.…

Students in poverty need both academic and social supports. Former New York City Schools Chancellor Rudy Crew and scholar Pedro Noguera argue that students in poverty need both intensive academic and social supports. They maintain that U.S. education policy, with its focus on academic accountability, has generally failed to grasp this dual…

The research literature well establishes that adverse conditions, such as poverty, can affect children's cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at…

The "Annual Disability Statistics Compendium," is a summary of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability…

In this literature review, I explore poverty, the barriers to participation that exist for students in poverty, and why this issue should matter to music educators. Research findings about students and poverty generally fall into three categories: logistics, teacher attitudes, and policy. I identify participation barriers in each of these…

It remains largely uncontested that students from low-income households--as well as the schools they attend--require additional resources to offset the challenges low-income students typically confront relating to access to equal educational opportunity. Federal elementary and secondary education programs, including Title I, supplement financial…

Over the past 20 years, the education system in Guyana has significantly improved. Despite this improvement, students with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of…

This paper explores legislative provision and pre-school education policy in England over the course of the twentieth century. The paper argues that there has been a significant ideational shift over this period, from a policy focus on nursery education for poor children to universal early childhood education. Not only have ideas changed but…

A mixed methods design was used to facilitate an understanding of what early interventionists (EIs) experience when working with families living in poverty. EIs working in a large urban area (n = 306) completed an online survey and participated in a follow-up focus group (n = 7). EIs reported that logistical challenges and family/EIs stressors…

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency…

The disproportionate representation of students of color in special education is a serious concern that has lasted for forty years. Research suggests that students of color are too often not identified accurately for special education and that the programs they are placed in are frequently poor in quality. This trend contributes to a…

The disproportionate representation of students of color in special education is a serious concern that has lasted for forty years. Research suggests that students of color are too often not identified accurately for special education and that the programs they are placed in are frequently poor in quality. This trend contributes to a…

School accountability systems in the United States have been criticized on a number of fronts, mainly on grounds of completeness and fairness. This study examines an alternative school quality framework--one that seemingly responds to several core critiques of present accountability systems. Examining results from a pilot study in a diverse urban…