New York University’s Metro Center designed this tool to help parents, teachers, students, and community members determine the extent to which their schools’ English Language Arts curricula are (or are not) culturally responsive. This process provokes thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively.
J. Bryan-Gooden, M. Hester, & L. Q. Peoples. (2023). Culturally Responsive ELA Curriculum Scorecard. New York: Metropolitan Center for Research on Equity and the Transformation of Schools, New York University. Accessed March 25, 2024.
This research snapshot provides an overview of a project led by Jason Okonofua, funded through the SERN K-12 Teachers and Classrooms Research Portfolio. The study employs a randomized placebo-controlled field experiment to test whether an intervention focused on teachers' empathic-mindset – valuing students’ perspectives and prioritizing the maintenance of positive teacher-student relationships – reduces and mitigates racial disparities in suspension rates.
Student Experience Research Network, (2021).
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).
How to prepare/have courageous conversations with African American children to live in a world that sees their Blackness as a threat and/or less than other human beings.
O'Brien, N., & Tabb, L. "The Black Families' Guide for Talking about Racism." (2020).
