This applied study examined instructional, structural, and family engagement factors contributing to low mathematics achievement among students with disabilities and identified a coordinated school-based recommendation for improvement. The study used interviews with co- teachers, a focus group of instructional staff, and a parent survey (n = 50) to examine barriers to math achievement and identify evidence-based strategies. Findings revealed challenges in co-teaching implementation, insufficient planning time, variability in differentiation, and inconsistent use of math language and manipulatives. Parent data indicated uneven home math engagement shaped by socio-economic context. Based on the findings, the study recommends a school-based task force to develop a digital math hub with targeted instructional and family resources. Results highlight the importance of collaborative planning, culturally responsive pedagogy, and family-school partnerships in addressing inequities in special education mathematics outcomes.

Teacher shortages remain a critical issue in elementary and special education, with teachers of color significantly underrepresented despite evidence of their positive impact on student outcomes. This study asked the following questions: What factors impact recruitment and retention of teachers of color? How are new and veteran teachers experiencing these factors? Using a mixed-methods design, we completed a systematic literature review and conducted focus groups with recent graduates and veteran teachers. Findings from both indicated that, for teachers, including teachers of color, cultural expectations, financial barriers, and program design influence recruitment, and school climate, administrative support, and the "invisible tax" placed on teachers shape retention. Results inform strategies for sustaining a diverse teaching workforce in high-need areas.