Abstract
This policy analysis explores the effectiveness of Response to Intervention (RTI) at diminishing racial disproportionalities in special education. It includes a brief review of the legislative context of RTI. It also examines one contributing factor to the effectiveness of RTI—educator ideologies. The analysis concludes with implications and future policy directions.
Recommended Citation
Talbert, Camille S.
(2022)
"Policy Brief: Exploring Response to Intervention’s Effectiveness with Students of Color,"
Journal of Multicultural Affairs: Vol. 7:
Iss.
3, Article 5.
Available at:
https://scholarworks.sfasu.edu/jma/vol7/iss3/5
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Special Education and Teaching Commons
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