inequity

In reviewing restorative justice practices to determine if they have an effect on inequitable discipline, the authors used quantitative data from over 400 students in 29 schools. They determined that teachers who use restorative practices with fidelity do contribute to a reduction in the equity gap.

The book describes how court ordered desegregation efforts have subsided in strength. It exposes how school systems have slowly re-segregated since the landmark Brown V. Board of Education decision. It is useful for practitioners who are interested in understanding why school systems look like they do and how segregation is related to inequities in education.

This report is the first of three on policy solutions to improve all students' opportunities to learn. Its data shows that in all kinds of schools- rural, suburban, and urban - students in schools with high enrollment of color have less access to certificated and experienced teachers than their white peers. The report concludes with policy recommendations to closing gaps in student access to certified and experienced teachers.

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.

The authors of this article suggest; to ensure individuals with disabilities are more fully integrated into school curriculum and American society, schools must revise their instructional narratives and adopt more inclusive and representative resources. The authors identify recommendations to support more inclusive school environments.