The IDEA Data Center (IDC) is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing, and using high-quality IDEA Part B data. The IDEA Data Center website contains a variety of useful resources, in particular they have several resources to support Local Educational Agencies as they use data to address equity issues.
IDEA Data Center. 2020. https://ideadata.org/resources (accessed April 17, 2020).
The IDEA Data Center (IDC) is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) to provide technical assistance to build capacity within states for collecting, reporting, analyzing and using high quality IDEA Part B data.
IDEA Data Center (IDC). IDEA Data Center. https://ideadata.org (accessed June 6, 2021).
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
The goal of this project is to improve the quality of information about teaching effectiveness, to help build fair and reliable systems for teacher observation and feedback.
Bill and Melinda Gates Foundation, Learning About Teaching: Initial Findings from the Measures of Effective Teaching Project (2013); Retrieved from https://files.eric.ed.gov/fulltext/ED528388.pdf.
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).
This report commissioned by the New York State Education Department explores strategies to help boys and young men of color—and all students—realize their full potential. The report provides an overview of the outcome trends among boys of color in K-12 school environments, and a research review of the most prevalent strategies currently being implemented in schools and communities across the country.
Northeast Comprehensive Center. New York State Education Department My Brother's Keeper Guidance Document: Emerging Practices for Schools and Communities. Albany, NY: New York State Education Department, 2016.
This document highlights national data regarding the percentage of time students with disabilities are educated with their typically developing peers. The data are disaggregated by placement, disability, race/ethnicity, and by state.
Office of Special Education Programs. 2022. OSEP Fast Facts: Educational Environments for School-Aged Children with Disabilities. https://sites.ed.gov/idea/osep-fast-facts-educational-environments-school-aged-children-disabilities/ (accessed September 16, 2022).
This document highlights national data regarding the number of students with disabilities that are receiving a free and appropriate public education (FAPE). The data are disaggregated by gender, location of education, English language proficiency, type of disability, disciplinary removals, and by state.
Office of Special Education Programs. 2022. OSEP Fast Facts: Educational Environments of Children with Disabilities, Ages 5 (in kindergarten) through 21, Served under IDEA Part B https://sites.ed.gov/idea/osep-fast-facts-school-aged-children-5-21-served-under-idea-part-b-21/ (accessed September 16, 2022).
This fact sheet provides national data about demographics of English Learners (EL), including trend data and data disaggregated by disability, placement of EL students with disabilities, and high school completion.
Office of Special Education Programs. 2022. OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B
https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners (accessed September 16, 2022).
Dr. Fergus describes the root cause analysis as essential process in addressing disproportionality. In this article he lists three common root causes that have emerged from his research and work with many local education agencies.
Fergus, Edward. 2022. Remedies for Disproportionality: It’s Time for a Root Cause Analysis. Catapult Learning, https://catapultlearning.com/2022/08/02/remedies-for-disproportionality-its-time-for-a-root-cause-analysis/ (accessed January 30, 2023).
