Reinforcing the commonly held scholarly perspective that inequitable school discipline practices are not the result of poverty or higher rates or intensity of behaviors, the authors of this article review root causes of inequity and the complex changes required for remediation.
Welsh, Richard O., and Little, Shafiqua. 2018. “The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches.” Review of Educational Research 88 (5): 752-794.
The book looks at the different avenues in the schooling process that can lead to underserved and routinely disciplined students entering the prison system. It is important for practitioners to read because it highlights the legal rights students have that may thwart some of the forces that contribute to the school to prison pipeline.
Kim, C. Y, Losen, D. J., and Dewitt, D. T. The school-to-prison pipeline: Structuring legal reform. New York: New York University Press, 2010.
This analysis illustrates progress that has been made in reducing suspension rates based on improved use of positive behavioral interventions and the introduction of culturally responsive instruction. Although causation was not indicated, the authors found lower district suspension rates to correlate with higher student achievement. The inverse relationship between suspensions and achievement held true throughout the study for all racial and ethnic subgroups and proved particularly true for Black students.
Losen, Daniel J., Keith, Michael A., Hodson, Cheri L., Martinez, Tia E., Belway, Shakti. Closing the School Discipline Gap in California: Signs of Progress. https://eric.ed.gov/?id=ED561400 (accessed April 17, 2018).
Recognizing that suspension is an ineffective disciplinary technique, the Hannigans introduce alternative discipline in the context of structured and consistent positive behavioral and academic environments.
Hannigan, Jessica Djabrayan, and Hannigan, John. E. 2017. Don′t Suspend Me!: An Alternative Discipline Toolkit. Thousand Oaks, CA: Corwin.
In this presentation, Special Education researcher Mitchell Yell examines the connections among MTSS, PBS, and the 2017 Endrew F. Supreme Court ruling in terms of their impact on public schools.
Implementing PBIS with a Racial Equity Lens was presented by Dr. Kent McIntosh and SPP-TAP on January 23, 2018. Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Although there is research showing that schools implementing PBIS with fidelity have more equitable school discipline, eliminating disproportionality requires a specific equity focus. In this webinar, Dr. Kent McIntosh and SPP-TAP shared specific strategies and free resources for enhancing the cultural responsiveness of PBIS systems.
McIntosh, Kent. 2018. "Implementing PBIS with a Racial Equity Lens." State Performance Plan Technical Assistance Project.
The tool is designed to support district leaders implement school wide positive behavior support (SWPBS) systems. It is useful because it clearly defines and describes the different steps and processes associated with implementation SWPBS systems.
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (October 2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint: Part 1–Foundations and Supporting Information.Eugene, OR: University of Oregon. Retrieved from www.pbis.org.
This document provides suggestions for use of Coordinated Early Intervening Services funds to address issues of equity in school discipline. Suggestions included multi-tiered systems of support, disaggregating data for decision-making, equity-focused professional development, coaching of teachers, and partnering with families.
Austin, Sean, Heidi Von Ravensberg, and Kent McIntosh. 2022. Wise Use of Coordinated Early Intervening Services (CEIS) to Achieve Equity in School Discipline. Eugene, OR: Center on PBIS, https://assets-global.website-files.com/5d3725188825e071f1670246/629fbbf38f28899469117353_Wise%20Use%20of%20Coordinated%20Early%20Intervening%20Services%20(CEIS)%20to%20Achieve%20Equity%20in%20School%20Discipline.pdf (accessed January 30, 2023).
