Using middle school survey data, the authors of this paper determined that the self-described school experience of Black and Latino students in California is not where educators would like it to be. As compared with White students, Black and Latino youth have less positive feelings of safety, connectedness, and opportunity. Within the context of school climate, such results indicate a need for individual and systems-wide change.
Voight, Adam, Hanson, Thomas, O’Malley, Meagan, Adekanye, Latifah. 2015. “The Racial School Climate Gap: Within-School Disparities in Students’ Experiences of Safety, Support, and Connectedness.” American Journal of Community Psychology. 56 (3-4): 252-267.
Disrupting Inequities: A Call for Interruption and Transformation was presented by Dr. Gregory Peters on March 15, 2017. This webinar is presented to you via the State Performance Plan Technical Assistance Project (SPPTAP) and the Napa County Office of Education with funding from the California Department of Education.
Peters, Gregory (2017). Disrupting Inequities: A Call for Interruption and Transformation. Napa, CA: State Performance Plan Technical Assistance Project.
This is a guide for school district leaders interested in exploring partnerships and accessing Medi-Cal to meet the social, emotional, and mental health needs of students in schools. The guide gives an overview of what school district leaders need to know about Medi-Cal billing, how to integrate Medi-Cal funded supports for students, actions school districts can take and steps to integrate Medi-Cal into a Coordinated System of Supports.
Briscoe, A., Estes, E., Eng, A., Burness, M., Cazares, L. 2020. Practical Guide for Financing Social, Emotional and Mental Health in Schools. California: California Children's Trust/Breaking Barriers,
https://cachildrenstrust.org/wp-content/uploads/2020/08/practicalguide.pdf
Considered a seminal study in race and ethnicity in school discipline, this article describes the outcomes of a national investigation on disproportionate differences in discipline practices. The authors provide for practitioners both the systemic and individual changes required to improve educational opportunities for African American and Latino students in American schools.
Skiba, J., Horner, Robert H., Chung, Choong-Geun, Rausch, M. Karenga, May, Seth, and Tobin, Tary. 2011. “Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline.” School Psychology Review 40, (1): 85–107.
