Race, Response to Intervention, and Reading Research (PDF)
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Race, Response to Intervention, and Reading Research (PDF)

This article examines how perceptions of race have influenced the effectiveness of response to intervention (RTI) in addressing achievement disparities, past and present.

disproportionality analysis , disproportionality debate , disproportionality research , race/ethnicity , research ,

Citation/Source

Willis, Arlette Ingram. (2019). “Race, Response to Intervention, and Reading Research.” Journal of Literacy Research 51 (4): 394–419.

Publication Date  2024

Indiana Department of Education: Indicators 9 and 10—Disproportionate Representation in Special Education (WEBPAGE)

This webpage from the Indiana Department of Education includes definitions, resources, and measurements of disproportionate representation in special education.

assessment , definitions , disproportionate representation ,

Citation/Source

Indiana Department of Education. 2019. Indicators 9 and 10—Disproportionate Representation in Special Education. https://www.doe.in.gov/specialed/indicators-9-10-disproportionate-representation-special-education

Publication Date  2024

Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice (PDF)

In this essay, the author proposes culturally sustaining pedagogy as an alternative to culturally responsive pedagogy, proposing that this definition includes the best research and practice in the resource pedagogy tradition and supports the value of our multi-ethnic and multilingual present and future.

bilingual/bicultural , cultural analysis , diversity , equity; instructional practices , multiculturalism , social justice ,

Citation/Source

Paris, Django. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97.

Publication Date  2024

Schools Must Do More to Support Black Students (Article)

Despite the endemic nature of anti-blackness in society, educators have a duty to work toward disrupting anti-blackness in schools. Three strategies have been identified for educational practitioners to carve out possibilities for Black students to thrive in spite of anti-blackness. 1. Radical care through caseloads, 2. Professional development centering Black students' experiences, and 3. Black third spaces.

Anti-Blackness , California Public Schools , Civil Rights , Criminalization , discipline , Expulsion , Humanity , Intersectionality , Microaggressions , Professional Development , Radical Care , segregation ,

Citation/Source

Williams, K., Mcadoo, G., & Howard, T.C. "Schools Must Do More to Support Black Students." Edsource, (2022).

Publication Date  2024

Ethnic Studies Increases Longer-Run Academic Engagement and Attainment (Article)

This article focuses on the renewed focus on the design and impact of Ethnic Studies (ES) curricula and teaching methods with distinct anti-racist features and strategies.

Anti-Racist Education , Ethnic Studies , High School Graduation ,

Citation/Source

Bonilla, S., Dee, T.S., & Penner, E.K. (2021)"Ethnic Studies Increases Longer-Run Academic Engagement and Attainment." PNAS, 118(37), 1-10.

Publication Date  2024

Why Black Teachers Walk Away (Article)

To better understand why Black teachers leave the profession, it’s important to look at how today’s schools are shaped by decades of institutional racism. Black teachers also experience burnout because they’re often expected to take on additional responsibilities due to their perceived connection to students of color.

Black Math Teachers , Burnout , Microaggressions , Qualifications , racism , White Colleagues ,

Citation/Source

Youki, T. "Why Black Teachers Walk Away." Edutopia, (2021).

Publication Date  2024

The Black Families’ Guide for Talking about Racism (PDF)

How to prepare/have courageous conversations with African American children to live in a world that sees their Blackness as a threat and/or less than other human beings.

Ancestors , Black Family , Black Lives Matter , Black Skin , Blackness , Education , Family , Fear , Race , racism , Representation , Self-Esteem , Self-Value , social justice , Social Media , Threat ,

Citation/Source

O'Brien, N., & Tabb, L. "The Black Families' Guide for Talking about Racism." (2020).

Publication Date  2024

Guide to Observing Hispanic Heritage Month (Website)

The San Diego County Office of Education (SDCOE) built a website full of resources to celebrate and honor the culture, history, and contributions of Hispanic Americans. In observance of National Hispanic Heritage Month.

Community , Curriculum , English Language Development , Ethnicity , Identity , Immigration , Language , Latinx , Race , Second Language Speakers , social justice , Social or Political Movement ,

Citation/Source

San Diego County Office of Education, (2021).

Publication Date  2024

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools (Article)

The authors present a comprehnsive analytic framework for examining school discipline patterns in New York City Schools. The authors used school level metrics and ascertained that Black students received the most suspensions and received suspensions at a different rate for the same infractions as their peers. 

African American , discipline , disproportionality , equity , race and ethnicity ,

Citation/Source

Rodriguez, L. A., & Welsh, R. O. (2022). The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools. AERA Open, 8(1).

Publication Date  2024

Significant Disproportionality: For SEAs and LEAs

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.

discipline , disparities , placement , race and ethnicity , significant disproportionality , suspension ,

Citation/Source

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).

Publication Date  2024

The State Performance Plan Technical Assistance Project is a program of the Napa County Office of Education.

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Funding Information

California Department of Education, Special Education Division’s special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

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