Systemic Nuances of Racism: How Multi-Tiered System of Supports Policy Implementation Can Harm African American Students?
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| Title: | Systemic Nuances of Racism: How Multi-Tiered System of Supports Policy Implementation Can Harm African American Students? |
|---|---|
| Language: | English |
| Authors: | Rhodesia McMillian (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2025 28(1):121-135. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Racism, Multi Tiered Systems of Support, Educational Policy, African American Students, Children, Urban Schools, Preservice Teachers, Teachers, Administrators, Policy Formation, Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities, Charter Schools, Elementary Schools |
| Geographic Terms: | Georgia |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, No Child Left Behind Act 2001 |
| DOI: | 10.1177/15554589241278317 |
| ISSN: | 1555-4589 |
| Abstract: | Many educators and school administrators are familiar with the Multi-tiered System of Supports (MTSS), its application of data, and its effectiveness in resolving barriers to academic and social learning. Properly matched research-based interventions are likely to improve student academic and social outcomes. However, what becomes of the effectiveness of MTSS policies when subjectively and arbitrarily implemented? This case aims to promote a diverse and generative discussion among preservice educators, practitioners, and administrators, especially among those in urban school settings. This case explores systemic, educational, and racial implications of a fragmented referral and intervention of a 6-year-old African American male student. Readers are asked to consider how school-wide and district-wide MTSS policies can be amended to ensure equitable identification and implementation among African American students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468134 |
| Database: | ERIC |
| Abstract: | Many educators and school administrators are familiar with the Multi-tiered System of Supports (MTSS), its application of data, and its effectiveness in resolving barriers to academic and social learning. Properly matched research-based interventions are likely to improve student academic and social outcomes. However, what becomes of the effectiveness of MTSS policies when subjectively and arbitrarily implemented? This case aims to promote a diverse and generative discussion among preservice educators, practitioners, and administrators, especially among those in urban school settings. This case explores systemic, educational, and racial implications of a fragmented referral and intervention of a 6-year-old African American male student. Readers are asked to consider how school-wide and district-wide MTSS policies can be amended to ensure equitable identification and implementation among African American students. |
|---|---|
| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589241278317 |
