As the culturally and linguistically diverse (CLD) student enrollment continues to grow exponentially in New York, the number of CLD students being inappropriately identified with disabilities also continues to grow at an alarming rate. This situation, labeled as disproportionality, is due to a variety of factors. One of the main factors is the use of culturally and linguistically inappropriate evaluation practices. This study's focus is on how the influence of school culture controls the practices school-based evaluators conform to despite their field recommended guidelines, research, and legislation. In order to investigate this phenomena, the study intends to identify systematic barriers that continue to support the disconnect between in-school disability evaluation practices and field recommended CLD appropriate guidelines. The results of this study was used to suggest systematic support needed to align in school disability evaluation practices with the field recommended guidelines in order to address a root cause of disproportionality. [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.]