Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We can Help Them (BOOK)
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.
Citation/Source
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.
Publication Date 2024
Infusing Restorative Approaches to Discipline in Schools (WEBINAR)
Citation/Source
Gregory, Anne. 2015. "Infusing Restorative Approaches to Discipline in Schools: Indicators of Success and High Quality Implementation." State Performance Plan Technical Assistance Project.
Publication Date 2024
Closing the School Discipline Gap in California: Signs of Progress (ARTICLE)
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.
Citation/Source
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).
Publication Date 2024
Disabling Punishment: The Need for Remedies to the Disparate Loss of Instruction Experienced by Black Students with Disabilities (REPORT)
Losen and his colleagues at the Civil Rights Project at UCLA provide readers with an analysis of current national and statewide data on continuing disparities in rates of punitive discipline for students with Individual Education Programs (IEPs) based on race and ethnicity. Their recommendations define the critical changes needed to eliminate the inequities as part of a pathway to reformation.
Citation/Source
Losen, Daniel J. 2018. “Disabling Punishment: The Need for Remedies to the Disparate Loss of Instruction Experienced by Black Students with Disabilities.” Los Angeles and Houston: The Center for Civil Rights Remedies at the Civil Rights Project Proyecto Derechos Civiles and Charles Hamilton Houston Institute for Race and Justice.
Publication Date 2024
Listening to “Frequent Flyers”: What Persistently Disciplined Students Have to Say About Being Labeled as “Bad” (ARTICLE)
This article details results of a qualitative research study completed with black and mixed-race students from a large urban middle school in the Southeast United States. It is unique in that it is one of few studies that allows first person student voice and perspective in the discussion of disproportionate disciplinary procedures. Educators may wish to use this article to reflect on students’ perceptions of exclusionary discipline to compare and contrast them with their own.
Citation/Source
Kennedy-Lewis, Brianna L, and Murphy, Amy S. 2016. “Listening to “Frequent Flyers”: What Persistently Disciplined Students Have to Say About Being Labeled as “Bad.” Teachers College Record 1(18).
Publication Date 2024
(The) Root of Discipline Disparities (ARTICLE)
In this article, Ford brings forward a frequently identified root cause of inequity in society and in school discipline, implicit bias. He acknowledges that all people, including educators, are raised in context of social situations and conditioning. Ford refers to methods for raising the issue of implicit bias with teachers, guiding them to introspection and leading them toward individual and systematic change.
Citation/Source
Ford, James E. 2016. “The Root of Discipline Disparities.” Educational Leadership. 3:42-46.
Publication Date 2024
Suspension, Expulsion Rates Fall Sharply in California, but Racial and Ethnic Disparities Remain (ARTICLE)
This article provides practitioners with current data on suspension and expulsion rates in California’s public schools. The authors reflect on systemic barriers to removing inequities in school discipline. Educators may wish to use this article to study evidence-based practices to reduce disproportionate representation of suspensions and expulsions by race and ethnicity.
Citation/Source
EdSource: Highlighting Strategies for Student Success. 2017. Suspension, Expulsion Rates Fall Sharply in California, but Racial and Ethnic Disparities Remain. https://edsource.org/2017/suspension-expulsion-rates-fall-sharply-in-california-public-schools-but-racial-disparities-remain/589722 (accessed April 4, 2018).
Publication Date 2024
Beyond Suspensions: Examining School Discipline Policies and Connections to the Scghool-to-Prison Pipeline for Students of Color with Disabilities (PDF)
This report examines compliance with federal laws designed to protect students of color with disabilities from discrimination, and whether the federal government’s enforcement of these laws adequately protects these students from discriminatory disciplinary actions and policies.
Citation/Source
U.S. Commission on Civil Rights. 2019. Beyond Suspensions: Examining School Discipline Policies and Connections to the School-to-Prison Pipeline for Students of Color with Disabilities. Washington, DC: Author.
Publication Date 2024
Bad Boys: Public Schools in the Making of Black Masculinity (BOOK)
The book focuses on the experiences of a group of Black male students that have been labeled by school officials as disciplinary problems. It is an important book for practitioners to read because it highlights how students experience schooling, the labels given to them, the expectations held about them and the discipline they receive in school.
Citation/Source
Ferguson, A.A. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press, 2000.
Publication Date 2024
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance (PDF)
This research study shows how African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline in the state of Wisconsin.
Citation/Source
Bal, Aydin, Jennifer Betters-Bubon, and Rachel E. Fish. 2019. “A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance.” Education and Urban Society 51 (2): 247–268.
Publication Date 2024
