Disproportionality of African American Students in Special Education Programs: Legal Segregation

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Meredith Wronowski

Abstract

This action research study examined the disproportionality of African American students in special education referrals and identification within a large urban school district in Northeast Ohio. Guided by Critical Race Theory and utilizing a Critical Race Mixed Methods design, the study explored educator perceptions and practices contributing to referral decisions. Findings revealed concerns regarding bias, deficit-based assumptions, and inconsistent problem-solving processes. To address these issues, the HEARTS Framework and the Culturally Affirming Problem-Solving Reflection (CAPR) Tool were implemented to promote reflective decision-making, culturally responsive practices, and equitable referral procedures. Results suggest that structured reflection and equity-centered problem-solving can support efforts to reduce disproportionality and improve educational outcomes for African American students.

Keywords

Critical Race Theory Critical Action Participatory Research Disproportionality Special Education African American Students Critical Race Mixed Methods

Rights Statement

Copyright 2026, author

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