Perceptions of education professionals on the schooling experiences of special education students in state care: A critical ethnographic analysis of educational excellence and equity

This dissertation applies critical ethnography as a theoretical and methodological lens for understanding the schooling experiences of special education students in state care through the perceptions, interpretations and interactions of education professionals with students. It analyzes excellence and equity in student schooling experiences within the context of the graduation requirements outlined in the No Child Left Behind Act [NCLB] 2000--2002.;The research examines programs and support systems that exist in schools and seeks linkages between support systems provided by a school district and those provided by state services. This is a relevant area of focus for studies on the schooling experiences of students who fall under the at-risk umbrella. Studies that examine these issues are minimal and yet systems that support at-risk students may be the most crucial context in which to begin an examination of how educators and policy makers can best address the graduation crisis for subgroups within public schools. The study contributes to a better understanding of the schooling experiences of special education students in state care, and the challenges that students and education professionals encounter while attempting to meet today's graduation requirements.;This doctoral research adds to the body of knowledge on the specific group of students who are both in special education and under state care. The study directly contributes to evaluating and improving educational support systems in one Massachusetts school district for these at-risk students. The study also contributes to the broader goals of (a) building capacity, expertise and models for better implementation of programming and (b) linking support systems for at-risk students in US schools.