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.
With revisions to the Collaborative and Proactive Solutions model, Dr. Greene looks to the etiology of classroom behavior challenges and provides teachers with tools to assist as they help children succeed at school.
Greene, Ross. 2014. Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We can Help Them. New York: Scribner.
This report highlights how post-COVID suspensions in 2021–2022 have added to the pandemic’s harmful impact of instructional loss, especially for students from “high-needs” groups, who were most harmed by the pandemic. In addition, the analysis of district level data demonstrated that many districts have bucked the overarching statewide trend showing a slight reduction in rates of lost instruction due to OSS in comparison to the pre-COVID years. The report also describes evidence of extreme differences in how some districts responded to student misconduct in 2021–2022. This report uses the data on student enrollment and the raw count of days lost due to OSS to establish a baseline measure for calculating comparable rates of lost instruction for every group in every district in California.
Flores, R.T. and Daniel J. Losen (2023). Lost Instruction Time in California Schools: The Disparate Harm from Post-Pandemic Punitive Suspensions. Civil Rights Project/Proyecto Derechos Civiles, University of California Los Angeles. Accessed March 25, 2024.
This brief two-page document outlines the fundamental aspects of significant disproportionality for State and Local Educational Agencies. According to IDEA Section 618, states are required to collect and examine data to identify significant disproportionality among the seven federally identified race and ethnicity categories in:
Identification of children as having disabilities.
Placement in less inclusive educational settings.
Incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
States use 98 separate calculations for each Local Education Agency (LEA) to determine the presence of significant disproportionality. These calculations must follow a standard methodology and analyze disparities based on race/ethnicity in identification, placement, and discipline.
Citation: The Data Center for Addressing Significant Disproportionality. 2023. “Significant Disproportionality: For SEAs and LEAs.” https://dcasd.org/resources/SigDisproIntro-SEA.pdf (accessed, June 14, 2024).
There is a compelling need to reform California’s K-12 system and for additional investment in disadvantaged and minority students that lag far behind, to address these challenges and to reduce systemic inequities. This brief summarizes an economic analysis of three specific – and related – issues facing California’s public school system: students’ failure to complete high school, chronic absenteeism, and disciplinary infractions.
Belfied, C. Rodgriguez, V., Bowden, A.B., Oas, J. (2023). The Economic Benefits of Equity Across California Schools. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-economic-benefits-of-equity-across-california-schools/
