There are a lot of assumptions that are made about the communities of people of color that can lead to the unjust overrepresentation of children from those communities in special education spaces. There has been a resegregation of schools over the past few decades, and large numbers of children of color go to school where most children look like them. Many of these communities live in low-income neighborhoods or below the poverty line. There is a systemic norm of assuming a lack of ability because they come from communities with less money. This is accompanied by an assumed lack of intelligence by the system. The lack of intelligence is shown to be confirmed at times based on IQ tests, which are made to represent the norm of people with privilege and status. Whether the tests are not in the language the child primarily speaks or represents them culturally, the student is taking a test with the odds stacked against them. IDEA (2004) introduced the practice of Response to Intervention (RtI) as a way to move away from these biased tests. A lack of equitable education can also lead to people assuming that non-white students have disabilities. The quality of teachers and teachers with advanced degrees is significantly lower in some of these lower-income school districts. Because the students aren't being taught the information that more privileged, mostly white communities are being taught, it is sometimes assumed that students from those communities have disabilities. (Blanchett et al., 2009).