Equity by Design was presented by Dr. Nancy Dome on May 22, 2018. During this webinar Dr. Dome provided concrete steps for educational organizations to follow as they intentionally and proactively embed equity into all aspects of their institutions. The session included activities to develop skills and push thinking; and provided tangible next steps to embed "Equity by Design."
Dome, Nancy. 2018. "Equity by Design." State Performance Plan Technical Assistance Project.
This research article demonstrates that racial/ethnic disparities continue to exist for minoritized communities, noting that White students were overrepresented as having autism in special education. Caregiver perspectives were gathered and the data showed that English speaking parents were more likely to identify early signs of autism.
Paul Luelmo, Hall, Laura J., and Estrellado, R. 2022. Examination of Racial/Ethnic Disproportionality of Autism in California.
https://www.sciencedirect.com/science/article/pii/S1750946722000885 (accessed September 16, 2022).
A New York Times bestseller, this book provides a balance of stories and strategies to help urban educators to understand the realities of their students' lives and to recognize their strengths.
Emdin, Christopher. 2017. For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy). Boston: Beacon Press.
This paper provides readers with clear, current data on widespread inequity in discipline as it pertains to African American males in California’s schools.
Wood, J. Luke, Harris III, Frank , Howard, Tyrone C.. 2018. “Get Out! Black Male Suspensions in California Public Schools.” San Diego, CA. Community College Equity Assessment Lab and the UCLA Black Male Institute.
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).
Developed by NYU, this workbook functions as an additional tool to help determine the institutional and personal contributions to racial inequity in schools.
Kramarczuk Voulgarides, Catherine, and Zwerger, Natalie. n.d. Identifying the Root Causes of Disproportionality. New York University: Metropolitan Center on Equity and the Transformation of Schools.
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
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).
The book explores how practitioner's beliefs about non majority students can limit student’s educational trajectories. It is an important book for practitioners to read because it provides insight into how prejudices, stereotypes and other biases can hinder educational growth of students.
Delpit, L. D. Other People's Children: Cultural Conflict in the Classroom. New York, NY: New Press, 1995.
In this work, Stevenson describes schools where conflict is concealed and climates are fallaciously described as healthy.
Stevenson, Howard C. 2014. Promoting Racial Literacy in Schools: Differences That Make a Difference. New York: Teachers College Press.
