The article provides an overview of the issues surrounding racial and ethnic disproportionality in school suspensions. It is useful to practitioners that seek to complicate commonly held ideas about the effectiveness of school discipline practices.
Gregory, A., Skiba, R. J., and Noguera, P. A. “The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?” Educational Researcher, 39(1), 2010: 59-68.
This resource from Culture Abilities Resilience Effort (C.A.R.E.) provides recommendations for incorporating research on racial and ethnic disparities in education to everyday practice.
National Education Association. 2003. C.A.R.E.: Strategies for Closing the Achievement Gap. Washington, DC.
The book explores the plethora of research surrounding the achievement gap in America. It is useful for practitioners because it highlights the work of schools and districts that have reduced the gap.
Noguera, P. and W. Boykin. Closing the Achievement Gap: From Research to Practice. Washington, D.C.: ASCD, 2011.
This article examines how a focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice; the article considers these racial disparities as issues of institutionalized racism.
Annamma, Subini, Morrison, Deb, and Jackson, Darrell. 2014. “Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline and Special Education in the School-to-Prison Pipeline.” Berkeley Review of Education 5 (1).
This article examines how a focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice; the article considers these racial disparities as issues of institutionalized racism.
Annamma, Subini, Morrison, Deb, and Jackson, Darrell. 2014. “Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline and Special Education in the School-to-Prison Pipeline.” Berkeley Review of Education 5 (1).
The author looks at both national and California state data to illustrate how Black, Latino, and poorer student continue to lag behind their peers. He examines a number of contributing factors and outlines how California is responding to these persistent opportunity gaps.
Cano, Ricardo. 2020. Mind the Achievement Gap: California's Disparities in Education, Explained. https://calmatters.org/explainers/achievement-gap-california-explainer-schools-education-disparities-explained/?utm_source=CalMatters+Newsletters&utm_campaign=3aadef51f2-EMAIL_CAMPAIGN_2020_02_08&utm_medium=email&utm_term=0_faa7be558d-3aadef51f2-150200105&mc_cid=3aadef51f2&mc_eid=2f49f968d8 (accessed April 17, 2020).
A comprehensive framework aligning supports for academic, behavior, and social success.
This article discusses the fact that this is the first time the California Department of Education has broken down absenteeism rates by reasons for students missing school. The data shows that black students have a much higher rate of unexcused absences from school than their white peers. The data covers the school years 2017-18 and 2018-19.
Jones, C., Willis, D.J. 2020. New California absenteeism data shows big discrepancies between white, Black students. Oakland, California: EdSourcehttps://edsource.org/2020/new-california-absenteeism-data-shows-big-discrepancies-between-white-black-students/645485
Homelessness is a condition that is intersectional with the educational experiences and outcomes of youth. This brief highlights state and school officials’ perspectives to examine relevant challenges, policies, and practices related to the youth homelessness crisis. In addition to identifying pertinent challenges, participants provided insights into established and emerging practices and approaches that have been effective in meeting the needs of homeless youth.
Dumas, T., James, A., and Bishop, J. (2023). No Shame or Stigmas: Prioritizing Students Experiencing Homelessness in Long Beach Unified and Monterey County. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
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
