This dissertation examines the landmark case Larry P. v. Riles and its impact on addressing the disproportionality and overrepresentation of Black and/or African American students in special education within California. Despite the court's ruling, which prohibited the use of IQ tests for Black students for special education placement due to cultural bias, this research contends that the decision has been largely ineffective in achieving its intended goals. Through a comprehensive analysis of historical data, policy developments, and educational outcomes post-ruling, the study highlights persistent systemic issues and institutional biases that continue to hinder equitable identification and support for Black students. The dissertation explores alternative assessment methods, evaluates the efficacy of policy interventions, and provides a critical lens on the implementation challenges faced by educational institutions. Findings suggest that while the Larry P. v. Riles decision marked a significant step towards recognizing and addressing racial biases in educational assessments, more robust and multifaceted approaches are necessary to genuinely remediate the inequities in special education. This research underscores the need for continuous advocacy, policy reform, and innovative practices to ensure fair and just educational opportunities for all students. [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.]