Date of Award

Fall 9-5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Pamela Fenning

Abstract

This mixed-methods study examined special education disproportionality in Illinois to determine current trends, root causes, and responses to significant disproportionality as reflected in Comprehensive Coordinated Early Intervening Services (CCEIS) plans. Quantitatively, repeated measures analyses of risk ratios over a five-year span revealed that although many districts had reduced overall risk ratios, racial and disability-based disparities persisted. Qualitatively, inductive content analysis of 32 CCEIS plans identified four primary root causes—deficiencies in Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI), inadequate Social and Emotional Learning (SEL) supports, cultural and linguistic barriers, and vague or misaligned problem statements. Most action plans emphasized professional development, data-based decision making, and cultural responsiveness, yet varied significantly in specificity and depth. The theoretical framework of Disability Critical Race Theory (DisCrit) guided the investigation and interpretation of findings, highlighting how racism and ableism intersect to marginalize students of color in special education. Results suggest that technical reforms alone—such as procedural compliance and risk ratio monitoring—do not sufficiently address systemic inequities unless complemented by equity-driven leadership, cultural responsiveness, and meaningful community engagement. The study highlights the need to re-envision the roles of school psychologists as equity leaders and to strengthen MTSS/SEL frameworks, policy thresholds, and professional development initiatives to foster transformative change.

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