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 document updates and supersedes the Office of Special Education and Rehabilitative Services’ (OSERS) guidance titled Questions and Answers on Discipline Procedures, issued in June 2009 and includes additional questions and answers that address topics that have arisen as the field continues to carry out the discipline provisions of IDEA and its implementing regulations. Key topics include removing a child with a disability from their current educational placement and the responsibilities of individualized education program (IEP) teams to address the behavioral needs of children with disabilities through the evaluation, reevaluation, and IEP development process to ensure the provision of a free appropriate public education (FAPE).
Office of Special Education Rehabilitative Services. 2022. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions
https://sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions.pdf (accessed September 16, 2022).
As we enter the post-pandemic era, the data in this report can help advocates advance racial equity, support our most vulnerable residents, and chart a path into an uncertain future. With regard to education, California’s schools are creating worse outcomes for students of color than for White students. Not only are these disparities evident in graduation rates, but they also extend to suspensions and involvement in the criminal justice system. Public schools are more likely to suspend Black, American Indian/Alaska Native, Native Hawaiian/Pacific Islander, and Latinx students. Black students are suspended more than twice as often as their White peers, highlighting the alarming disparities in our education system.
Baker, A., Leila Forouzan, Hillary Khan, Maria T. Khan, John Kim, Chris Ringewald, Mike Russo, Jesse Saucedo, David Segovia, Ron Simms Jr., Roxana Reyes, and Matt Trujillo (2023). Race Counts 2023 Annual Report. Catalyst California. Accessed March 25, 2024.
The book explores how race is often not explicitly talked about in schools yet has a profound effect on how schools are organized, how students and teachers interact and how implicit lessons of race are taught. The book is an important tool for practitioners who seek to become more reflective on how their everyday interactions in schools are embedded within the historical and racial fabric of America.
Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
Considered a seminal study in race and ethnicity in school discipline, this article describes the outcomes of a national investigation on disproportionate differences in discipline practices. The authors provide for practitioners both the systemic and individual changes required to improve educational opportunities for African American and Latino students in American schools.
Skiba, J., Horner, Robert H., Chung, Choong-Geun, Rausch, M. Karenga, May, Seth, and Tobin, Tary. 2011. “Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline.” School Psychology Review 40, (1): 85–107.
This article is adapted from a presentation for ZERO TO THREE’s Scientific Meeting held on April 27, 2021. In the presentation Ross Thompson articulated The Development of Social Categories and Preferences by Young Children, Dr. Andrew Meltzoff described his research concerning the ways that young children pick up bias from everyday experience and Dr. Walter Gilliam discussed racial bias exhibited by early childhood educators.
Thompson, R.A., Meltzoff, A.N., & Gilliam, W.S. (2021). Race, Equity, Bias, and Early Childhood: Examining the Research. Zero to Three Journal, 42(1), 5-16.
The article explores how the No Child Left Behind Act, a well intentioned law, has led to unintended consequences that have further marginalized the students it intended to help. The article is relevant to practice because it provides insight into how broad educational reforms can be perverted in practice and offers practitioners a bird’s eye view of how policy can perpetuate, rather than mitigate, inequalities.
Darling-Hammond, L. “Race, Inequality and Educational Accountability: The Irony of "No Child Left Behind". Race, Ethnicity and Education, 10(3), 2007: 245-260.
This article examines how perceptions of race have influenced the effectiveness of response to intervention (RTI) in addressing achievement disparities, past and present.
Willis, Arlette Ingram. (2019). “Race, Response to Intervention, and Reading Research.” Journal of Literacy Research 51 (4): 394–419.
The article explores existing research on educational inequities. The article offers practitioners a comprehensive understanding of when, where and how educational inequity manifests and how it has been understood in research.
Farkas, George. "Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, and What Do We Need to Know?" Teachers College Record 105(6), 2003.
Intended to discontinue individual and systemic equity gaps, this tool helps users identify equitable policies, practices, and values.
Seattle Public Schools. nd. Racial Equity Analysis Tool.
This journal contains six articles by a variety of authors that focus on equity and unconscious bias. Topics include examining systems and self for racial equity, equity warriors, racial equity through curricular reform, undoing disproportionate discipline, confronting racism together, and championing equity and diversity.
American Association of School Administrators. 2021. “Racial Equity: Examining Systems and Self for Unconscious Bias”. School Administrator, 3(78).
https://www.pageturnpro.com/AASA/98756-March-2021/sdefault.html#page/1
