Factors of Achievement for Students With Disabilities in Low-Income Communities

• In Event: Explaining Student Outcomes: The Role of School Structures and Context

Abstract

While much is known about achievement patterns for students with disabilities (SWD) as well as students from low-income backgrounds, very little research has examined achievement for students at the intersection of these two identities, particularly at the district level. This qualitative case study explored two districts in low-income communities with improved achievement scores for SWD across three years. A thematic analysis of interviews, observations, and documents revealed a commitment to using data to drive practices, a commitment to inclusion, and a sustained focus on special education. These themes characterized both districts at all levels and demonstrate that leadership activities in the areas of involvement, feedback, and support may be necessary components for raising achievement for SWD from low-income backgrounds.

Authors

• Alanna Denise Santos Cooper, Downey Unified School District

• Stacy Kula, Azusa Pacific University