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 examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.
Cruz, Rebecca, and Janelle Rodl. 2018. “An Integrative Synthesis of Literature on Disproportionality in Special Education.” The Journal of Special Education 52 (1); 50–63.
This brief version of the Annotated Checklist provides three checklists that address 1) district and school resource issues; 2) system policy, procedure, and practice issues at district, school, and classroom levels; and 3) environmental factors, all designed to aid in efforts to identify possible root causes of disproportionality and to help districts develop hypotheses and action plans for more detailed explorations of racial disproportionality. This version does not include the end notes present in the full version.
Daniel J. Losen (2008). Annotated Checklist for Addressing Racial Disproportionality in Special Education - Short Version. Wisconsin Department of Public Instruction.
This CDE-approved self-assessment tool provides three checklists that address 1) district and school resource issues; 2) system policy, procedure, and practice issues at district, school, and classroom levels; and 3) environmental factors, all designed to aid in efforts to identify possible root causes of disproportionality and to help districts develop hypotheses and action plans for more detailed explorations of racial disproportionality.
Losen, D.J., Annotated Checklist for Addressing Racial Disproportionality in Special Education. Wisconsin Department of Public Instruction (2008).
The technical assistance guide provides a comprehensive overview of the theory and components of PBIS and functional behavior assessments (FBAs). The guide is useful for practitioners that seek to clarify their understandings about the purpose and use of PBIS and FBAs in practice.
George Sugai, Robert H. Horner, and others. "Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools: Technical Assistance Guide," 1999.
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education for Black students. Instead, it argues that Black children are underidentified for special education.
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, and Deborah Schussler. 2017. “Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis.” Exceptional Children 83 (2): 181–198.
This controversial research article argues that research does not provide empirical evidence of overrepresentation in special education for Hispanic, Asian, and Native American students. Instead, it argues that children are underidentified for special education.
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, Yangyang Wang, and Deborah Schussler. 2018. “Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?” Exceptional Children 84 (3): 261–279.
This study explores Asian American teachers’ performances of racial/ethnic identities and pedagogical practices in the classroom.
Chow, C. J. (2021). Asian American teachers in U.S. classrooms: Identity performances and pedagogical practices. Pedagogy, Culture & Society, 29(1), 21–41.
Assessing the Root Causes of Disparities in School Discipline is a U.S. Department of Education publication created with the National Center on Safe Supportive Learning Environments. The document intends to help guide school communities as they work to create positive, equitable educational environments for all students.
Safe Supportive Learning. Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide. 2015. Washington, D.C.
A leader in inclusive education for students with disabilities, Stetson provides this tool for educators to determine how they can better serve students within the general education setting.
Stetson, Frances. 2018. Assessment of School Practices Related to Inclusive Education. Houston: Stetson and Associates.
School leaders committed to bringing racial equity must ask why educators in schools who advocate fiercely for equity often feel isolated or face repercussions, while educators who are reluctant to make change for equity are rarely challenged. Gorski, who has decades of experience working for school-based equity, says most racial-equity efforts in schools are derailed by four "equity detours": pacing for privilege (the comfort of teachers threatened by equity issues is prioritized over progressing quickly); poverty of culture (racist actions and inequities connected to racism are talked about only as "cultural" issues); adopting a deficit ideology; and celebrating diversity (a focus on celebrations that help white or privileged students learn about other cultures and races without confronting racism). To avoid these detours, Gorski recommends school leaders adopt five general principles of "equity literacy."
Gorski, P. (2019). Avoiding Racial Equity Detours. Educational Leadership, 76(7), 56-61.
