This three-part report demonstrates that a large subgroup of students with disabilities are not getting their needs met; describes the school experiences of these students in relation to exclusionary discipline, referral to law enforcement, and chronic absenteeism; and indicates how the pandemic is exacerbating pre-existing inequitable conditions. The report concludes with recommendations for federal policymakers.
Losen, D. J., Martinez, P., & Shin, G.H.R. 2021. Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA: Los Angeles, CA. https://www.civilrightsproject.ucla.edu/research/k-12-education/special-education/disabling-inequity-the-urgent-need-for-race-conscious-resource-remedies
This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.
Darling-Hammond, Sean, Trevor Fronius, Hannah Sutherland, Sarah Guckenburg, Anthony Petrosino, and Nancy Hurely. 2020. “Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research.” Contemporary School Psychology 24, 295–308, https://doi.org/10.1007/s40688-020-00290-0 (accessed January 30, 2023).
This paper suggests using root cause analysis with educational partners to address issues of equity in discipline.
Sandomierski, T., Martinez, S., Webster, R., Winneker, A., & Minch, D. (2022). From “Quick Fix” to Lasting Commitment: Using Root Cause Analysis to Address Disproportionate Discipline Outcomes. Preventing School Failure, 66(1), 1–13. https://doi.org/10.1080/1045988X.2021.1937025
This report focuses on learning experiences in the early years, both through age five and the early grades (K-5). Three key policy areas are identified that strongly influence children's experiences in the classroom: 1. Harsh discipline and its disproportionate application 2. Segregation of children with disabilities in learning settings 3. Inequitable access to bilingual learning opportunities for dual language and English Learners. The report includes learnings and recommendations from their research. Report includes three chapters totaling 140 pages.
Children's Equity Project and the Bipartisan Policy Center. From the Early Years to the Early Grades. Children's Equity Project and the Bipartisan Policy Center.
Provides an overview of this New York University self-assessment tool.
Training Module 1: Overview of Metropolitan Center for Urban Education’s Disproportionality Workbooks
Training Module 2: Using the Data Analysis Workbook
Training Module 3: Knowing A Disproportionality Problem Based On Numbers
Training Module 4: Using the Equity in Education Workbook
Training Module 5: Discussing Culturally Responsive Education Beliefs
Training Module 6: Common Causes of Disproportionality in Special Education and Suspension
Edward Fergus, presenter (2010) State Performance Plan Technical Assistance Project, California Department of Education.
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).
Infusing Restorative Approaches to Discipline in Schools: Indicators of Success and High Quality Implementation was presented by Dr. Anne Gregory on June 16, 2015. This webinar is presented to you via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Gregory, Anne. 2015. "Infusing Restorative Approaches to Discipline in Schools: Indicators of Success and High Quality Implementation." State Performance Plan Technical Assistance Project.
The authors hypothesized that high rates of discipline citations for students of color are the product of a toxic socialrelational cycle between students and teachers. At the heart of this cycle are harmful stereotypes that allege that black and Latino boys are “troublemakers.” That stereotype can lead teachers to perceive and respond to students more harshly.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A.G., Reeves, S.L., Okonofua, J.A., Walton, G. M. (2019). Interventions Designed to Foster a Sense of Belonging, Identity Affirmation, and Growth Mindset Improve Long-Term Discipline Outcomes for Negatively Stereotyped Boys. Journal of Personality and Social Psychology.
This letter from Secretary Cardona highlights key resources and information about resources from the Department that may be useful in supporting the needs of students with disabilities in particular, including tools for schools to assist students in addressing any disability-based behaviors that could otherwise interfere with their or other students' learning, or that could lead to student discipline or impact safety
Miguel A. Cardona. 2022. Letter from the United States Secretary of Education, dated July 19, 2022. https://www2.ed.gov/policy/gen/guid/secletter/220719.html (accessed September 16, 2022).
This national study provides a comprehensive analysis of the instructional days lost due to out-of-school suspensions in 2015-16 for middle and high school students The study demonstrates how the frequent use of suspensions contributes to stark inequities in the opportunity to learn. This study will help you understand the impact on every social group and students with disabilities.
Losen, D.J., Martinez, P. 2020. Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn. Los Angeles, California: The Civil Rights Project.
https://www.civilrightsproject.ucla.edu/research/k-12-education/school-discipline/lost-opportunities-how-disparate-school-discipline-continues-to-drive-differences-in-the-opportunity-to-learn#:~:text=Info-,Lost%20Opportunities%3A%20How%20Disparate%20Schoo
