Date of Award

5-1-2024

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Public Administration and Policy

Dissertation/Thesis Chair

Lucy C Sorensen

Committee Members

Stephen B Holt, Todd A Grindal

Keywords

discipline reforms, educator effectiveness, special education, students with disabilities

Subject Categories

Education Policy

Abstract

Students with disabilities (SWDs) in U.S. public schools face unique challenges that profoundly shape their educational experiences and transition into adulthood, such as lower academic achievement and higher rates of exclusionary discipline and juvenile justice involvement. These disparities have far-reaching implications, impacting high school graduation rates, college enrollment, and future employment prospects, thus perpetuating broader social and economic inequalities. Understanding what aspects of special education are conducive to learning and development for SWDs is important for identifying evidence-based strategies that can help improve educational experiences and outcomes for SWDs. This dissertation contributes to our understanding of effective educational practices for SWDs, by focusing on the roles and effectiveness of educators, and their interaction with classroom and school characteristics. Additionally, this research assesses the impact of discipline policy reforms, which grant educators greater discretion in administering school discipline, on learning and disciplinary outcomes for SWDs and non-SWDs. The overarching goal is to inform evidence-based education policies that support the academic and socio-emotional development of SWDs, ultimately fostering their successful transition into adulthood.

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