An Integrated Ecological Framework for Understanding the Academic Performance of Students with Disabilities

This study examines the academic performance of students with disabilities by extending the ecological systems theory through integration with organizational capacity and social vulnerability theories. It uses cross-sectional data from Florida public schools and ordinary least squares (OLS) regression to analyze the impact of nested systems (micro, exo, and macro) on the academic performance of students with disabilities. Results show that schools with stronger microsystems—characterized by greater human capital, stronger exosystems—characterized by greater financial capacity are positively associated with the academic performance of students with disabilities. Conversely, higher concentrations of low-income and minority students in the macrosystem are negatively associated with academic performance. These findings highlight the interplay between school microsystem capabilities, exosystem supports, and macrosystem inequities in shaping educational outcomes. The study emphasizes the importance of public policies that strengthen teacher capacity, increase discretionary funding, and address structural disadvantages to promote equity and improve outcomes for students with disabilities.