Eddie Fergus is an associate professor of urban education and policy at Temple University. A former high school teacher, program evaluator, and community school program director, his research focuses on the intersection of education policy and outcomes, with specific attention to Black and Latino boys, disproportionality in special education, suspensions, school climate, and access to advanced courses.

In this conversation, Eddie Fergus breaks down what “disproportionality” means in schools—when a student group is over‑ or under‑represented in programs like special education relative to their share of enrollment—and why it persists. He explains how practitioner mindsets (“shopping carts” of lived experience) and systemic design choices (e.g., wait‑to‑fail models) interact to produce inequitable outcomes. The discussion touches on Response to Intervention (RTI) and multi‑tiered supports, restorative practices as repair rather than punishment, and why the biggest barrier to inclusion may be the belief that only certain adults can teach students with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/eddie-fergus-disproportionality-in-special-education/