In this keynote presentation, Dr. Gregory Peters addresses the question, "What radical discourse is necessary to interrupt and transform disproportionality in our schools?" Dr. Peters spoke at the Equity Symposium presented by the State Performance Plan Technical Assistance Project that was funded by the California Department of Education, Special Education Division, and co-hosted by Student Involvement and the Chicano and Latino Studies departments at Sonoma State University. The Equity Symposium was held October 18, 2018.
Peters, Gregory. 2018. "Radical Discourse: Interrupting Inequities." State Performance Plan Technical Assistance Project.
Perception Institute partnered with the Haas Institute for a Fair and Inclusive Society at UC Berkeley and the Center for Policing Equity at UCLA to generate this report, which provides an in-depth look at the role of implicit bias, racial anxiety, and stereotype threat in producing disparities in education and healthcare.
Godsil, Rachel D., Tropp, Linda R., Goff, Phillip Atiba, and Powell, John A. 2014. "The Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care." Perception Institute
This is a recorded webinar that focuses on the interrelationships among race equity mindsets, social and emotional well-being, and outcomes for Black, Latinx and other students of color. Evidence is shared by the panel on why equity in schools is key to improving student outcomes and how educators can shift mindsets to support positive student social and emotional development.
Smith Arrillaga, E., Truong, G., Vasquez, H., Walrond, N., Wiener, R. 2020. Seizing the moment: Race equity mindsets, social and emotional well-being, and outcomes for students (webinar recording). WestEd. https://www.wested.org/resources/race-equity-mindsets-social-emotional-well-being-outcomes-students/
This book provides useful tools and activities for school leaders to prevent inequities in schools and classrooms. The authors focus on what is currently known about how to achieve high-quality education for all students.
La Salle, Robin Avilar, and Ruth Johnson. 2018. Shattering Inequities: Real World Wisdom for School and District Leaders. Lanham, MD: Rowman & Littlefield.
In this article, esteemed scholars in equitable education Anne Gregory and Edward Fergus collaborate to investigate why focus on social-emotional learning does not ensure equity in school discipline.
Gregory, Anne, and Fergus, Edward. 2017. “Social and Emotional Learning and Equity in School Discipline.” The Future of Children 27, no. 1: 117-136.
The data in this report prepared by the Los Angeles Unified School District provides evidence that 100% of the secondary students in LAUSD minimally accessed Schoology, the district's primary online course management system at least once during the first nine weeks of school closure. Data is provided that there were disparities in activities. Compared to more advantaged students, fewer middle and high school students who are Black, Hispanic, living in low-income households, classified as English Learners, have a disability, are in the District's homeless program or are in foster care participated across all measures of online activity. Report states that low participation may show lost learning, which could take students years to recoup.
Besecker, M., Thomas, Ph. D., A. 2020. Student Engagement Online During School Facilities Closures: An Analysis of L.A. Unified Secondary Students' Schoology Activity from March 16 to May 22, 2020. Los Angeles, California: Independent Analysis Unit, Los Angeles Unified School District
http://laschoolboard.org/sites/default/files/IAU%20Report%202020%200707%20-%20Student%20Engagement%20Online%20During%20Closures.pdf
This article provides practitioners with current data on suspension and expulsion rates in California’s public schools. The authors reflect on systemic barriers to removing inequities in school discipline. Educators may wish to use this article to study evidence-based practices to reduce disproportionate representation of suspensions and expulsions by race and ethnicity.
EdSource: Highlighting Strategies for Student Success. 2017. Suspension, Expulsion Rates Fall Sharply in California, but Racial and Ethnic Disparities Remain. https://edsource.org/2017/suspension-expulsion-rates-fall-sharply-in-california-public-schools-but-racial-disparities-remain/589722 (accessed April 4, 2018).
The Innovations in Equity and Systemic Change (IESC) at NYU Metro Center (Previously TAC-D) provides professional development, technical assistance, and consultancy to educational institutions in general and special education. The IESC’s mission is to disrupt, dismantle, and eliminate disproportionality by building the capacity of educators to implement Culturally Responsive Sustainable Equity-Based Systems that meet the needs of all students and families.
Innovations in Equity and Systemic Change | NYU Steinhardt. Steinhardt.nyu.edu, steinhardt.nyu.edu/metrocenter/iesc. Accessed 9 Mar. 2023.
The BELE Framework is a guide for transforming student experiences and outcomes. It’s designed to integrate across every part of the learning experience, from teaching and learning, schoolwide systems and structures, family, caregiver, and community partnerships, and district and state policies while anchoring students at the center.
Building Equitable Learning Environments Network, (2021).
The authors present a comprehnsive analytic framework for examining school discipline patterns in New York City Schools. The authors used school level metrics and ascertained that Black students received the most suspensions and received suspensions at a different rate for the same infractions as their peers.
Rodriguez, L. A., & Welsh, R. O. (2022). The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools. AERA Open, 8(1).
