Date of Award
Spring 5-5-2026
Degree Type
Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Dr. Amy Nelson-Christensen
Abstract
Racial disproportionality in special education referral and identification remains a persistent equity challenge in American schools, reflecting systemic inequities rather than objective differences in student need. This capstone examines patterns of disproportionality at Adlai E. Stevenson High School, a high-achieving suburban high school in Illinois, where Black and Hispanic students are overrepresented in special education while Asian students are underidentified relative to enrollment patterns. Through a review of historical, systemic, and institutional contributors to disproportionality, this project explores how referral pathways, educator beliefs, culturally incongruent practices, and fragmented Multi-Tiered Systems of Support (MTSS) structures may perpetuate inequitable outcomes. Drawing upon Disability Critical Race Theory (DisCrit), culturally responsive school leadership, and equity-centered professional learning communities, this capstone proposes an equity-centered MTSS framework designed to disrupt bias in referral and eligibility processes and promote culturally sustaining instructional practices. The proposed framework emphasizes coherent intervention pathways, culturally responsive decision-making, disaggregated data review, educator professional learning, and authentic engagement with students and families. Ultimately, this work positions disproportionality not as a procedural issue remedied through compliance alone, but as a systemic and social justice concern requiring intentional organizational change. By reimagining MTSS as a vehicle for equity rather than gatekeeping, schools may better ensure that students are accurately understood, appropriately supported, and afforded equitable access to educational opportunity.
Recommended Citation
Ebel, P.
(2026).
MTSS AND INSTITUTIONAL DECISION-MAKING IN RACIALLY DISPROPORTIONATE SPECIAL EDUCATION REFERRAL AND IDENTIFICATION: TOWARD AN EQUITY-CENTERED MTSS FRAMEWORK.
Retrieved from: https://ecommons.luc.edu/luc_soecap/58
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Included in
Disability and Equity in Education Commons, Secondary Education Commons, Special Education and Teaching Commons
