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 report on the school-to-prison pipeline examines root causes of school and societal failure for certain groups and offers resolutions and strategies for addressing inequities.
ABA Joint Task Force on Reversing the School to Prison Pipeline. 2018. School-to-Prison Pipeline: Report, Recommendations and
Preliminary Report. https://www.americanbar.org/content/dam/aba/images/racial_ethnic_justice/Final%20School2PrisonPipeline-2nd-012618.pdf
This report on the school-to-prison pipeline examines root causes of school and societal failure for certain groups and offers resolutions and strategies for addressing inequities.
ABA Joint Task Force on Reversing the School to Prison Pipeline. 2018. School-to-Prison Pipeline: Report, Recommendations and Preliminary Report. https://www.americanbar.org/content/dam/aba/images/racial_ethnic_justice/Final%20School2PrisonPipeline-2nd-012618.pdf
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
Despite the endemic nature of anti-blackness in society, educators have a duty to work toward disrupting anti-blackness in schools. Three strategies have been identified for educational practitioners to carve out possibilities for Black students to thrive in spite of anti-blackness. 1. Radical care through caseloads, 2. Professional development centering Black students' experiences, and 3. Black third spaces.
Williams, K., Mcadoo, G., & Howard, T.C. "Schools Must Do More to Support Black Students." Edsource, (2022).
Perception Institute partnered with the Haas Institute for a Fair and Inclusive Society at UC Berkeley and the Center for Policing Equity at UCLA to generate this report, which provides an in-depth look at the role of implicit bias, racial anxiety, and stereotype threat in producing disparities in education and healthcare.
Godsil, Rachel D., Tropp, Linda R., Goff, Phillip Atiba, and Powell, John A. 2014. "The Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care." Perception Institute
This is a recorded webinar that focuses on the interrelationships among race equity mindsets, social and emotional well-being, and outcomes for Black, Latinx and other students of color. Evidence is shared by the panel on why equity in schools is key to improving student outcomes and how educators can shift mindsets to support positive student social and emotional development.
Smith Arrillaga, E., Truong, G., Vasquez, H., Walrond, N., Wiener, R. 2020. Seizing the moment: Race equity mindsets, social and emotional well-being, and outcomes for students (webinar recording). WestEd. https://www.wested.org/resources/race-equity-mindsets-social-emotional-well-being-outcomes-students/
The authors of this article suggest; to ensure individuals with disabilities are more fully integrated into school curriculum and American society, schools must revise their instructional narratives and adopt more inclusive and representative resources. The authors identify recommendations to support more inclusive school environments.
Kishore, N., & Cooper, C. "Setting Up a Disability-Inclusive Curriculum." Edutopia, (2022).
This book provides useful tools and activities for school leaders to prevent inequities in schools and classrooms. The authors focus on what is currently known about how to achieve high-quality education for all students.
La Salle, Robin Avilar, and Ruth Johnson. 2018. Shattering Inequities: Real World Wisdom for School and District Leaders. Lanham, MD: Rowman & Littlefield.
Due to bias within the education system (including within assessments and academic and other policies), students of color can be misidentified as needing special education, and are then placed in more restrictive settings and experience harsher discipline because of the intersectionality of race and special education. This brief summarizes the literature and latest research on disproportionality in special education and offers changes in policy and practice that can reduce significant disproportionality in schools.
Citation: National Center for Learning Disabilities. 2023. Significant Disproportionality in Special Education: Current Trends and Actions for Impact. Washington, DC: National Center for Learning Disabilities.
