Newsletter addressing legal, policy, and human aspects of disproportionate representation.
California Department of Education (2010).
This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. The article refers to the combination as a Mathematical Mindset Approach. Using mixed methods, they conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. They collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from their quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on their qualitative analysis, they propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.
Anderson, Robin Keturah, Boaler, Jo, and Dieckmann, Jack A. 2018. Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Education Sciences 8(3), 98, pgs 1-33.
https://doi.org/10.3390/educsci8030098
Using California Healthy Kids Survey data the analysis found that students who had larger exposure to restorative practices saw less exposure to exclusionary practices saw less exposer to exclusionary discipline, smaller racial disparities in discipline, and improved academic achievement.
Darling-Hammond, Sean, Lauren Trout, Trevor Fronius, & Rebeca Cerna. 2021. Can restorative practices bridge racial disparities in schools? Evidence from the California Healthy Kids Survey. WestEd https://www.wested.org/wp-content/uploads/2021/08/Restorative-Practices-Bridging-Racial-Disparity-Research-Brief-3.pdf (accessed January 30, 2023).
This analysis illustrates progress that has been made in reducing suspension rates based on improved use of positive behavioral interventions and the introduction of culturally responsive instruction. Although causation was not indicated, the authors found lower district suspension rates to correlate with higher student achievement. The inverse relationship between suspensions and achievement held true throughout the study for all racial and ethnic subgroups and proved particularly true for Black students.
Losen, Daniel J., Keith, Michael A., Hodson, Cheri L., Martinez, Tia E., Belway, Shakti. Closing the School Discipline Gap in California: Signs of Progress. https://eric.ed.gov/?id=ED561400 (accessed April 17, 2018).
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#
Integrating brain science, culture, and learning, Hammond provides information on using information processing to improve capacity for learning.
Hammond, Zaretta. 2015. Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin.
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
Considers promising practices for ensuring that all students from racial and ethnic minorities are given every opportunity to succeed in school.
Matthew Deninger (2008) Massachusetts Department of Education.
Equity by Design was presented by Dr. Nancy Dome on May 22, 2018. During this webinar Dr. Dome provided concrete steps for educational organizations to follow as they intentionally and proactively embed equity into all aspects of their institutions. The session included activities to develop skills and push thinking; and provided tangible next steps to embed "Equity by Design."
Dome, Nancy. 2018. "Equity by Design." State Performance Plan Technical Assistance Project.
This School Board Policy on equity ensures access to educational opportunities for all students by minimizing or eliminating the impact of disparities in abilities, levels of preparation, available resources and socio-cultural differences in achievement and performance so that all students may perform at optimum levels.
Mt. Diablo Unified School District. 2012. Equity School Board Policy - BP 5001/Student. Concord, California: Mount Diablo Unified School District
