Scholars and practitioners have worked toward high achievement for students with disabilities (SWD) in the past several decades with little success; achievement for SWD of low socio-economic status (SES) is an even rarer phenomenon. Studies on academic achievement have been conducted with students with disabilities and low-SES students as separate populations, but there is a gap within the research literature where these populations intersect. It is therefore important to understand the practices and policies of schools within socio-economically challenged communities that have demonstrated student success for their SWD population. This qualitative case study addressed the following two questions: (1) What are the strategic practices for special education programming in school districts located in economically challenged areas that have demonstrated increased student achievement on statewide testing of students with disabilities? and (2) What are the policies of school districts that demonstrate increased academic achievement in student with disabilities in economically challenged communities? The exploratory research in this case study was conducted on two urban school districts located within low-income communities in Southern California, whose SWD population had demonstrated a trend of increased achievement on standardized testing between 2017 and 2019. Data collection included semi-structured interviews, special education leadership team meeting observations, special education elementary classroom teacher observations, and document review of each district's Local Control Accountability Plan (LCAP). Thematic data analysis was performed, involving three rounds of coding. Within-case analysis and cross-case analysis were employed, and data were triangulated to reveal patterns in the practices and policies of these districts. The results were viewed through Tinto and Pusser's (2006) model of institutional action lens, which identifies support, involvement, and feedback as key factors leading to student learning. Three themes emerged from the analysis of the data: (a) districts attend to the data and commit early to find a resolution; (b) districts do not tolerate segregation of special education at any level; (c) districts have a clear focus of attention on special education. Findings also revealed a shift toward school site administration accountability for the achievement of special education students as well as a shift toward the special education district office functioning as a resource center rather than a stand-alone entity. Both districts established a "feedback loop" whereby consistent monitoring provided the district leadership with data that they embraced and used to determine immediate (current) and future plans. The practices and policies of these districts that have been successful in improving the achievement of their low-income SWD population can inform other districts in economically challenged communities. This study has further implications for the organizational structure of district leadership. Specifically, involvement and support of special education students and staff at all levels of the district must be prioritized as an area of focus. Examples of efforts in this regard include (a) allocating staff within the special education department to focus on instruction, learning, and continuous improvement while still collaborating with colleagues in other departments and (b) involving business office leadership in upholding the principles and policies of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]