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.)
This article describes the lack of an equity lens in the history of early childhood program quality rating systems. The authors address the flaws in quality rating systems (QRS) as they relate to equity for marginalized communities and offer suggestions for improvement of QRS toward a more equitable system of measuring quality in early childhood programs.
Meek, Shantel, Iheoma U. Iruka, Xigrid Soto-Boykin, Darielle Blevins, Brittany Alexander, Mario Cardona, and Dina Castro. 2022. Equity is Quality, Quality is Equity: Operationalizing Equity in Quality Rating and Improvement Systems. https://childandfamilysuccess.asu.edu/sites/default/files/2022-06/QRIS-report-062122.pdf (Accessed September 16, 2022).
This document contains a table that outlines three distinct requirements around equity: Disproportionate Representation, Significant Discrepancy, and Significant Disproportionality. This resource can help clarify the differences and similarities among the three equity requirements and enable users to compare and contrast these various equity requirements in key areas such as methodology, data sources, and reporting considerations.
Nancy O’Hara, and Bollmer, Julie. 2020. Equity Requirements in IDEA. https://www.ideadata.org/resources/resource/1590/equity-requirements-in-idea (accessed September 16, 2022).
This School Board Policy on equity ensures access to educational opportunities for all students by minimizing or eliminating the impact of disparities in abilities, levels of preparation, available resources and socio-cultural differences in achievement and performance so that all students may perform at optimum levels.
Mt. Diablo Unified School District. 2012. Equity School Board Policy - BP 5001/Student. Concord, California: Mount Diablo Unified School District
Black people experience much higher rates of prenatal and postpartum depressive symptoms compared to all other racial/ethnic groups in California and compared to national rates.These disparities stem from past and present racism and discrimination in the health care system and their day-to-day experiences that results in poor quality of care for Black communities.
Children Now, (2021).
Educational equity means students have access, opportunities, and supports to thrive in school, achieve a meaningful diploma, and lead a choice-filled life. The Equity department supports this effort by providing equity-focused services & resources to schools and districts, charter organizations, independent, and Juvenile Court and Community Schools throughout San Diego County.
San Diego County Office of Education, (2021).
A collaboration between South County SELPA, the Equity, Disproportionality & Design Project, and the National Center for Urban School Transformation (NCUST), featuring teachers and school leaders from award-winning schools. In this five session series, NCUST Executive Coaches Cara Riggs, Dr. Rupi Boyd, and Dr. Joseph Johnson will teach about five important practices successful schools have used to elevate learning to new levels for all students.
Equity, Disproportionality & Design, (2021).
This article’s authors described racial and ethnic inequity in educational systems from the vantage point of psychological theory. Practitioners may be interested in this work because it links disparities in education to disparities in society overall. Additionally, the suggested interventions are provided based on established psychological concepts.
Quintana, Stephen M., Mahgoub, L. 2016. “Ethnic and Racial Disparities in Education: Psychology's Role in Understanding and Reducing Disparities.” Theory into Practice. 55 (2): 94-103.
This article focuses on the renewed focus on the design and impact of Ethnic Studies (ES) curricula and teaching methods with distinct anti-racist features and strategies.
Bonilla, S., Dee, T.S., & Penner, E.K. (2021)"Ethnic Studies Increases Longer-Run Academic Engagement and Attainment." PNAS, 118(37), 1-10.
This workshop presents current research on language, cognitive, academic development, and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions & decisions regarding the presence or absence of various types of disorders with culturally and linguistically diverse learners.
Imperial Special Education Local Plan Area, (2021).
In asking countless researchers to discuss race consciousness in schools, the author creates over 64 chapters describing principles and strategies toward equity. Toward the end, she provides over twenty “everyday antiracist strategies” for educators to use as they struggle to improve systems.
Pollock, Mica, ed. Everyday Antiracism: Getting Real About Race in School. 2008. New York: The New Press.
