The resource directory is searchable and contains articles, tools, recordings, and links to websites. The resources are also categorized by topics, including the five Focus Areas suggested by the California Department of Education. Use the Search box below or click on the topical links to access the resources. (Hint: Once you have done an initial search, you will be able to sort the results by Resource Name or Publication Date.)
Recognizing that suspension is an ineffective disciplinary technique, the Hannigans introduce alternative discipline in the context of structured and consistent positive behavioral and academic environments.
Hannigan, Jessica Djabrayan, and Hannigan, John. E. 2017. Don′t Suspend Me!: An Alternative Discipline Toolkit. Thousand Oaks, CA: Corwin.
Considers promising practices for ensuring that all students from racial and ethnic minorities are given every opportunity to succeed in school.
Matthew Deninger (2008) Massachusetts Department of Education.
This joint report from National Education Policy Center (NEPC) and the Beyond Test Scores Project outlines a more effective and equitable approach to assessment of student learning and accountability for schools and districts. It sets forth a policy agenda for the next reauthorization of Elementary and Secondary Education Act (ESEA). At the same time it suggests how local and state leaders might leverage some of the underutilized flexibility available under Every Student Succeeds Act (ESSA).
The author has discovered a multitude of equity initiatives to address equity gaps within the system of education.
Javius, E.L. "Educational Equity is About More Than Closing Gaps." Leadership, (2017).
EduColor began as a support group for educational advocates of color and has developed into a forum for people of color to communicate about social justice and equity in public education. EduColor’s recommended resources include books, films, articles, and websites related to educational justice.
EduColor. 2012. http://www.educolor.org/resources/ (accessed April 4, 2018).
This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.
Darling-Hammond, Sean, Trevor Fronius, Hannah Sutherland, Sarah Guckenburg, Anthony Petrosino, and Nancy Hurely. 2020. “Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research.” Contemporary School Psychology 24, 295–308, https://doi.org/10.1007/s40688-020-00290-0 (accessed January 30, 2023).
The authors posit that in order to transform education schools need to take a student centered approach streesing student voice, agency and co-creating decision making.
Elevating Student Voice, Agency, and Co-Creation. (2022). In WestEd. WestEd.
Preeminent authors in the field of equitable education, Gregors, Skiba, and Mediratta provide practitioners with a ten-point framework to reduce race and gender disparity in school discipline.
Gregory, Anne, Skiba, Russell J., and Mediratta, Kavitha. 2017. “Eliminating Disparities in School Discipline: A Framework for Intervention.” Review of Research in Education 41: 253-278.
This study investigates the ability of a brief empathy-inducing intervention to improve the implicit bias of pre-service teachers, as measured by an Implicit Association Test. The authors found empathy intervention statistically significant at decreasing the implicit bias of White female pre-service teachers toward Black individuals.
Whitford, D. K., & Emerson, A. M. (2019). Empathy intervention to reduce implicit bias in preservice teachers. Psychological Reports, 122(2), 670–688.
The playbook provides tools for educators, families, and community members to engage in policy dialogues and development processes to support the creation of a local policy document
California Collaborative for Educational Excellence, (2021).
