The book explores the implications of disproportionality on educational outcomes and equity. It is an important for practitioners because it offers a broad overview of findings and issues associated with inequity in special education.
Losen and Orfield. Racial Inequity in Special Education. Cambridge, MA: Harvard University; Harvard Education Press, 2005.
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
Together with scholars from throughout the nation, Stanford researchers provide educators with relatively simple exercises for middle school school students and their teachers to increase a sense of belonging in boys of color.
Parker Goyer, J, Cohen, Geoffrey L., Cook, Jonathan E., Master, Allison, Apfel, Nancy, Leem Wonhee, Henderson, Amelia G., Reeves, Stephanie L., Okonafua, Jason A., and Walton, Gregory M. 2019. “Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations Among Negatively Stereotyped Boys.” Journal of Personality and Social Psychology. Advance Online Publication. doi 10.1037/pspa0000152.
This series of articles on Inequities in schools takes a close look at some schools and districts that are engaging in hard work of embracing the goals of equity and turning them into action steps that are benefiting students. The articles discuss that black, Hispanic or low-income students schools may not have the same advanced courses as white, more affluent peers, teachers with long track records of effective teaching or are more likely to face harsher discipline. Articles: 1. In Pursuit of Equity 2. Data Reveal Deep Inequalities in Schools 3. How Onw District is Raising Math Rigor and Achievement for Students of Color 4. Access to Quality PD Is an Equity Issue, Teachers Say 5. The Simple Policy Change That's Getting More Students of Color in Advanced Courses 6. The Art of Making Science Accessible and Relevant to All Students
Samuel, C.A., Schwartz, S., Blad, E., Gewertz, C. 2020. Uprooting Inequities in Schools. Bethesda, Maryland: Education Week http://e-news.edweek.org/hostedemail/email.htm?CID=41632109141&ch=555AE40C00CA2111F027762D339E115D&h=090c7478f5f0b706ad27de4da5c61b08&ei=7f7OBGlxN&st=04-MAR-20
The Urban Special Education Leadership Collaborative is comprised of approximately 100 U.S. urban school districts. The organization stresses the need for inclusion, including access to rigorous academic content, for all students. It defines itself as a forum for professional growth for teachers and administrators concerned about special education.
Urban Collaborative: Leading Equitable and Inclusive Education. 2016. https://www.urbancollaborative.org/who-we-are (accessed April 6, 2018).
In response to the racially and ethnically diverse classrooms of this century, Rodriguez, Bellanca, and Esparza use this volume to propose a framework for expecting and acquiring excellence from all learners.
Rodriguez, Eleanor Renee, Bellanca, James, and Esparza, Deborah Rosalia. 2017. What Is It About Me You Can′t Teach?: Culturally Responsive Instruction in Deeper Learning Classrooms. Thousand Oaks, CA: Corwin.
The book provides a qualitative look into how disproportionality manifests in schools. It is useful for practitioners who want to understand how daily practices contribute to inequitable outcomes.
Harry, Beth, and Klinger, Janette. Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools, 2nd ed. 2014. New York: Teachers College Press.
