Natasha M Strassfeld
Biographic Data
| ID | 4860839 |
|---|---|
| NAME | Natasha M Strassfeld |
| GIVEN NAMES | Natasha M |
| FAMILY NAME | Strassfeld |
| SIGNATURE | STRASSFELD N M |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-8522-2272 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework—the Multilayered Systemic Approach for Policy Analysis (MSAPA)—for research on systemic inequities related to the Individuals with Disabilities Education Act (IDEA), including its racial disproportionality accounta…
Top Down and Bottom Up
Despite increasing calls for transparent integration, the mixed methods field lacks replicable approaches that center theory to answer multilevel-systems questions. We describe the Deductive-Inductive Dual Pillar Integration Process (DID-PIP), a five-phase integration technique for multilevel research. The DID-PIP centers a theoretical framework to generate meta-inferential understandings of multilevel systems that moves beyond confirmation or re…
Examining the ecology of preschool inclusion in New York City
Our team was awarded a grant by a private organization in partnership with a local research network to examine disparities in the special education referrals and services provided to young children in New York City (NYC). Our convergent mixed-methods study is exploring how the NYC preschool ecology—consisting of process, people and their positionalities, and practices—influences teachers’ decisions to refer and include minoritized young children …
Understanding policy reverberations across the educational ecosystem to effectuate change
Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape
In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized a…
Expanding Law- and Policy-Relevant Discourse Within Special Education Research
The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journal…
Developing a framework for critical qualitative inquiry within a juvenile justice context
Education Federalism and Minority Disproportionate Representation Monitoring
States have been granted increasingly greater agency both to determine standards for minority disproportionate representation (MDR) monitoring in special education placements and to set the relevant cutoffs and sanctions when significant disproportionality is found. State authority has been bolstered by an education federalism framework, case law, and updated legislative and regulatory guidance under the Individuals with Disabilities Education Ac…
Special Education Voucher Programs, Reflective Judgment, and Future Legislative Recommendations
As of 2015, 17 special education voucher programs (SVPs) existed in 13 states and proposals continue to emerge. Eligible parents utilize these vouchers to enroll their children in private schools and thereby relinquish special education services and protections provided under the Individuals with Disabilities Education Act (IDEA). Using a reflective judgment lens, this article presents a balanced review of the competing perspectives that shape th…
Education Federalism and Minority Disproportionate Representation Monitoring
States have been granted increasingly greater agency both to determine standards for minority disproportionate representation (MDR) monitoring in special education placements and to set the relevant cutoffs and sanctions when significant disproportionality is found. State authority has been bolstered by an education federalism framework, case law, and updated legislative and regulatory guidance under the Individuals with Disabilities Education Ac…
Understanding policy reverberations across the educational ecosystem to effectuate change
Expanding Law- and Policy-Relevant Discourse Within Special Education Research
The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journal…
Developing a framework for critical qualitative inquiry within a juvenile justice context
Special Education Voucher Programs, Reflective Judgment, and Future Legislative Recommendations
As of 2015, 17 special education voucher programs (SVPs) existed in 13 states and proposals continue to emerge. Eligible parents utilize these vouchers to enroll their children in private schools and thereby relinquish special education services and protections provided under the Individuals with Disabilities Education Act (IDEA). Using a reflective judgment lens, this article presents a balanced review of the competing perspectives that shape th…
Education Federalism and Minority Disproportionate Representation Monitoring
States have been granted increasingly greater agency both to determine standards for minority disproportionate representation (MDR) monitoring in special education placements and to set the relevant cutoffs and sanctions when significant disproportionality is found. State authority has been bolstered by an education federalism framework, case law, and updated legislative and regulatory guidance under the Individuals with Disabilities Education Ac…
Developing a framework for critical qualitative inquiry within a juvenile justice context
Expanding Law- and Policy-Relevant Discourse Within Special Education Research
The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journal…
Examining the ecology of preschool inclusion in New York City
Our team was awarded a grant by a private organization in partnership with a local research network to examine disparities in the special education referrals and services provided to young children in New York City (NYC). Our convergent mixed-methods study is exploring how the NYC preschool ecology—consisting of process, people and their positionalities, and practices—influences teachers’ decisions to refer and include minoritized young children …
Understanding policy reverberations across the educational ecosystem to effectuate change
Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape
In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized a…
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework—the Multilayered Systemic Approach for Policy Analysis (MSAPA)—for research on systemic inequities related to the Individuals with Disabilities Education Act (IDEA), including its racial disproportionality accounta…
Top Down and Bottom Up
Despite increasing calls for transparent integration, the mixed methods field lacks replicable approaches that center theory to answer multilevel-systems questions. We describe the Deductive-Inductive Dual Pillar Integration Process (DID-PIP), a five-phase integration technique for multilevel research. The DID-PIP centers a theoretical framework to generate meta-inferential understandings of multilevel systems that moves beyond confirmation or re…
Education Discipline and Inequality (6 works) · Political science (6 works) · Law (5 works) · Law (5 works) · Sociology (5 works) · Psychology (4 works) · Geography (3 works) · Legal Issues in Education (3 works) · Pedagogy (3 works) · Public Administration (3 works)