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.)
The authors examined stakeholders responses to a number of citations on racial disparities. The authors discuss how a number of factors shape disability and discipline racial disparities in the district.The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts.
Tefera, A. A., Artiles, A. J., Kramarczuk Voulgarides, C., Aylward, A., & Alvarado, S. (2023). The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts. American Educational Research Journal, 00028312221147007.
This tool uses the metaphor of a road map to help both general and special education staff understand how assessment data is gathered, monitored, and submitted to the federal Office of Special Education Program. The importance of timely data reporting and the distinction between general and special education procedures are highlighted.
IDEA Data Center. (n.d.) The Assessment Data Journey. https://ideadata.org/datajourney/ (accessed April 17, 2020).
The BELE Framework is a guide for transforming student experiences and outcomes. It’s designed to integrate across every part of the learning experience, from teaching and learning, schoolwide systems and structures, family, caregiver, and community partnerships, and district and state policies while anchoring students at the center.
Building Equitable Learning Environments Network, (2021).
How to prepare/have courageous conversations with African American children to live in a world that sees their Blackness as a threat and/or less than other human beings.
O'Brien, N., & Tabb, L. "The Black Families' Guide for Talking about Racism." (2020).
This guide emphasizes the importance of respecting and being responsive to student and family culture and language when developing programs, services, and instruction for English learners in the state who may have a disability that impacts their ability to learn.
California Department of Education. 2019. California Practitioners’ Guide for Educating English Learners with Disabilities. Sacramento, CA: California Department of Education.
The Data Center for Addressing Significant Disproportionality (pronounced DEE-KAS-DEE) is a U.S. Department of Education-supported center dedicated to working with state and local education agencies to help build their capacity to identify and address significant disproportionality by more accurately collecting, reporting, analyzing, and using their IDEA data.
The authors present a comprehnsive analytic framework for examining school discipline patterns in New York City Schools. The authors used school level metrics and ascertained that Black students received the most suspensions and received suspensions at a different rate for the same infractions as their peers.
Rodriguez, L. A., & Welsh, R. O. (2022). The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools. AERA Open, 8(1).
This article discusses the overrepresentation of Latinx students in special education. It discusses the root causes of significant disproportionality for Latinx students, pre-referral process and data collection, deficit oriented perspectives and building relationships with student and families.
Lueimo, P., Bindreiff, D. 2021. The disproportionality of Latinx students in Special Education: The growing need to build relationships. Leadership Magazine. Sacramento, California: Association of California School Administrators (ACSA) https://leadership.acsa.org/jan-feb-2021
There is a compelling need to reform California’s K-12 system and for additional investment in disadvantaged and minority students that lag far behind, to address these challenges and to reduce systemic inequities. This brief summarizes an economic analysis of three specific – and related – issues facing California’s public school system: students’ failure to complete high school, chronic absenteeism, and disciplinary infractions.
Belfied, C. Rodgriguez, V., Bowden, A.B., Oas, J. (2023). The Economic Benefits of Equity Across California Schools. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-economic-benefits-of-equity-across-california-schools/
Greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
Shirrell, M., Bristol, T.J., & Britton, T.A. "The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City." EdWorkingPaper, 21-475, (2021).
