Aurora
Abstract
This paper analyzes the district special education system of Dayton Public Schools’ through federal legislation requirements and state-reported data to evaluate access, implementation, and equity. Findings show that while the district meets several procedural requirements at federal levels, students with disabilities (especially Black students) face limited access to general education environments, family engagement, and disability identification at a local level. Risk ratios reveal subjective disability categories, which is contributing to the district’s low Achievement Gap Closing rate through the state-wide report card.
Recommended Citation
Kaur, Simran
(2026)
"Behind The Scores: How Federal Education Legislation Influenced Dayton Public Schools’ Special Education System For Students Of Color,"
Aurora: Vol. 3:
Iss.
1, Article 5.
Available at:
https://digitalcommons.onu.edu/aurora/vol3/iss1/5
Included in
Accessibility Commons, Education Policy Commons, Policy Design, Analysis, and Evaluation Commons, Political Science Commons, Special Education Administration Commons