Abstract

Authors’ note: Address correspondence to Adai Tefera at [email protected]. The first author is grateful for the support of an Office of Special Education Programs’ Leadership Grant #H325D080027. The second author acknowledges the support of the Great Lakes Equity Center, under the Office of Elementary and Secondary Education’s grant #S004D110021. The third author acknowledges the support of the Equity Alliance at Arizona State University. Funding agencies’ endorsement of the ideas expressed in this manuscript should not be inferred.