Reinforcing the commonly held scholarly perspective that inequitable school discipline practices are not the result of poverty or higher rates or intensity of behaviors, the authors of this article review root causes of inequity and the complex changes required for remediation.
Welsh, Richard O., and Little, Shafiqua. 2018. “The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches.” Review of Educational Research 88 (5): 752-794.
McIntosh, Kent, Girvan, Erik J., Horner, Robert H., Smolkowski, Keith, and Sugai, George. 2018. “A 5-Point Intervention for Enhancing Equity in School Discipline.” Positive Behavioral Interventions and Supports (PBIS) February 2018.
Authored by the nation’s experts in PBIS, this article provides insights into cultural responsiveness as a key component in creating equitable positive behavioral supports.
McIntosh, Kent, Girvan, Erik J., Horner, Robert H., Smolkowski, Keith, and Sugai, George. 2018. “A 5-Point Intervention for Enhancing Equity in School Discipline.” Positive Behavioral Interventions and Supports (PBIS) February 2018.
Teacher adjusted bias levels are lower in counties with larger demographics of Black students. In counties where teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.
Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the air: A nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 49(8), 566–578.
This article discusses data collected that shows that the COVID-19 pandemic has exacerbated the existing achievement gaps across income levels and between white students and students of black and Hispanic heritage. Also, the article discusses how the current situation is leading to more students of color dropping out and the long term effects on these student's long-term economic well-being and on the US economy as a whole.
Dorn, E., Hancock, B., Sarakatsannis, J., Viruleg, E. 2020. Covid-19 and Student Learning in the United States: The Hurt Could Last a Lifetime. San Francisco, California: McKinsey & Company
https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime#
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 paper provides readers with clear, current data on widespread inequity in discipline as it pertains to African American males in California’s schools.
Wood, J. Luke, Harris III, Frank , Howard, Tyrone C.. 2018. “Get Out! Black Male Suspensions in California Public Schools.” San Diego, CA. Community College Equity Assessment Lab and the UCLA Black Male Institute.
This study examines a set of seven “positive outlier” districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California.
Burns, Dion, Linda Darling-Hammond, Caitlin Scott. 2020. How positive outlier districts create a strong and stable teaching force (research brief). Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/media/463/download?inline&file=Positive_Outlier_Districts_Strong_Stable_Teachers_BRIEF.pdf (accessed January 30, 2023).
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.
This book untangles how aggressive school discipline policies unintentionally impact the college aspirations of Latino males through the mislabeling and removal of students from the classroom.
Huerta, A. H., Calderone, S. M., & McDonough, P. M. (2019). School discipline policies that result in unintended consequences for Latino male students’ college aspirations. In G. Q. Conchas, M. Gottfried, B. M. Hinga, & L. Oseguera (Eds.), Educational policy goes to school (pp. 157–172). Routledge.
This article discusses how school psychologists can adopt and promote evidenced based math practices and it specifically focuses on social responsibility of effective mathematics practices to ensure access, opportunity, and inclusion for all learners.
Hollins-Sims, N. Y., Codding, R. S., & VanDerHeyden, A. M. (2022). The Science of Math: Inclusion, Opportunity, and Social Responsibility. Communique, 50(6), 1–31
