Paraeducators are an essential component of special education programs as they serve to support students during classroom instruction, reteach and review concepts with students, provide accommodations, support behavior improvement, and assist in class . . .

This qualitative case study grounded in Stevens (1993) Opportunity to Learn theoretical framework and a Cultural Proficiency lens provided the structure to analyze teacher values and behaviors as well as institutional factors affecting English Languag . . .

For more than a decade, English Language Learners have performed below grade level in all areas tested for federal and state accountability, and drastically lower than their English-speaking peers. Closing the achievement gap has become a major priori . . .

The astounding percentages of Alaska Native American Yup’ik students performing at below, or far below proficient levels, continues to be a concern of schools and districts throughout the Southwest region of Alaska. The researcher chose to conduct a . . .

This study is an analysis on ways Social Emotional Learning (SEL) programs and services support student achievement. The purpose of this study is to create a synthesis of nine SEL curricula studied from three existing SEL programs to provide positive . . .

This research project is based upon the equity gap experienced by Hispanic students in high school. It studied a high school serving adults with a high Hispanic population. While seeking to answer the question. “To what extent does a teacher’ . . .

The over-representation of English Language Learners (ELLs) in special education continues to be an issue of inequity. Research demonstrates that when teachers use high leverage practices and are given examples of how to implement them to assist ELLs, . . .

Exclusionary disciplinary practices used throughout the United States contribute to equity gaps, overwhelmingly affecting the achievement and trajectories of students of color, since they are disproportionately disciplined in schools. Academic achieve . . .

For the past three decades, the African American suspension rates have far outpaced Caucasian suspension rates. This is a trend which has been observed throughout various community and school settings in the United States. These facts are what leads t . . .

Students who are of Low-Socioeconomic status continue to achieve at a lower rate than their classmates. There are many factors that contribute to this achievement gap. Contributing factors can be found in the students’ home, school or neighborhood. Fo . . .