Date of Award

Winter 3-16-2021

Degree Type


Degree Name

Doctor of Education (EdD)


School Psychology

First Advisor

Amy Nelson Christensen


This capstone seeks to examine multiple factors that affect Black youth in Chicago Public Schools (CPS) during the psychological evaluation process, and subsequently develops a coaching model for CPS school psychologists to provide more ethical and equitable psychological evaluations for Black youth. An analysis of the system of CPS finds that Black students are more likely to receive special education services and be placed within restrictive settings in special education than their white peers. Despite this, CPS school psychologists receive no training specific to evaluating or working with Black youth. A review of the literature reveals that there are multiple areas of the psychological evaluation process in which Black students’ full potential may not be realized. Additionally, psychosocial racism-based stressors are outlined as well as measures school psychologists can take to counteract those stressors. A three-part coaching model consisting of (1) transparent data sharing, (2) technical training, and (3) awareness of racism-based stressors, is proposed as a research-based solution. A hypothetical implementation plan and progress-monitoring schedule is proposed for the 2021-2022 academic year.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.