Resources Details
Racial Equity Analysis Tool (WEBSITE)
Intended to discontinue individual and systemic equity gaps, this tool helps users identify equitable policies, practices, and values.
Citation/Source
Seattle Public Schools. nd. Racial Equity Analysis Tool.
Publication Date 2024
Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, and What Do We Need to Know? (ARTICLE)
The article explores existing research on educational inequities. The article offers practitioners a comprehensive understanding of when, where and how educational inequity manifests and how it has been understood in research.
Citation/Source
Farkas, George. "Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, and What Do We Need to Know?" Teachers College Record 105(6), 2003.
Publication Date 2024
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.
Citation/Source
Willis, Arlette Ingram. (2019). “Race, Response to Intervention, and Reading Research.” Journal of Literacy Research 51 (4): 394–419.
Publication Date 2024
Race, Inequality and Educational Accountability: The Irony of “No Child Left Behind” (ARTICLE)
The article explores how the No Child Left Behind Act, a well intentioned law, has led to unintended consequences that have further marginalized the students it intended to help. The article is relevant to practice because it provides insight into how broad educational reforms can be perverted in practice and offers practitioners a bird’s eye view of how policy can perpetuate, rather than mitigate, inequalities.
Citation/Source
Darling-Hammond, L. “Race, Inequality and Educational Accountability: The Irony of "No Child Left Behind". Race, Ethnicity and Education, 10(3), 2007: 245-260.
Publication Date 2024
Race, Equity, Bias, and Early Childhood: Examining the Research
This article is adapted from a presentation for ZERO TO THREE’s Scientific Meeting held on April 27, 2021. In the presentation Ross Thompson articulated The Development of Social Categories and Preferences by Young Children, Dr. Andrew Meltzoff described his research concerning the ways that young children pick up bias from everyday experience and Dr. Walter Gilliam discussed racial bias exhibited by early childhood educators.
Citation/Source
Thompson, R.A., Meltzoff, A.N., & Gilliam, W.S. (2021). Race, Equity, Bias, and Early Childhood: Examining the Research. Zero to Three Journal, 42(1), 5-16.
Publication Date 2024
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (ARTICLE)
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.
Citation/Source
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.
Publication Date 2024
Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities (BOOK)
The book explores how race is often not explicitly talked about in schools yet has a profound effect on how schools are organized, how students and teachers interact and how implicit lessons of race are taught. The book is an important tool for practitioners who seek to become more reflective on how their everyday interactions in schools are embedded within the historical and racial fabric of America. Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
Citation/Source
Lewis, A. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick: Rutgers University Press, 2003
Publication Date 2024
Race Counts 2023 Annual Report
As we enter the post-pandemic era, the data in this report can help advocates advance racial equity, support our most vulnerable residents, and chart a path into an uncertain future. With regard to education, California’s schools are creating worse outcomes for students of color than for White students. Not only are these disparities evident in graduation rates, but they also extend to suspensions and involvement in the criminal justice system. Public schools are more likely to suspend Black, American Indian/Alaska Native, Native Hawaiian/Pacific Islander, and Latinx students. Black students are suspended more than twice as often as their White peers, highlighting the alarming disparities in our education system.
Citation/Source
Baker, A., Leila Forouzan, Hillary Khan, Maria T. Khan, John Kim, Chris Ringewald, Mike Russo, Jesse Saucedo, David Segovia, Ron Simms Jr., Roxana Reyes, and Matt Trujillo (2023). Race Counts 2023 Annual Report. Catalyst California. Accessed March 25, 2024.
Publication Date 2024
Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act’s (IDEA’s) Discipline Provisions (PDF)
This document updates and supersedes the Office of Special Education and Rehabilitative
Services’ (OSERS) guidance titled Questions and Answers on Discipline Procedures,
issued in June 2009 and includes additional questions and answers that address topics
that have arisen as the field continues to carry out the discipline provisions of IDEA and
its implementing regulations. Key topics include removing a child with a disability from
their current educational placement and the responsibilities of individualized education
program (IEP) teams to address the behavioral needs of children with disabilities through
the evaluation, reevaluation, and IEP development process to ensure the provision of a
free appropriate public education (FAPE).
Citation/Source
Office of Special Education Rehabilitative Services. 2022. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions https://sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions.pdf (accessed September 16, 2022).
Publication Date 2024
Quality Standards for Inclusive Schools Self-Assessment Instrument (PDF; Outside Source)
The Inclusive Schools Self-Assessment Instrument is an easy-to-complete measure which assists Local Education Agencies as they evaluate their success in implementing inclusive school practices. Dr. Frances Stetson designed this tool as part of an overall analysis of student access to rigorous curriculum within the general education setting and has kindly shared it with SPP-TAP for public use.
Citation/Source
Stetson, Frances. Quality Standards for Inclusive Schools Self-Assessment Instrument. 2017. Unpublished Instrument.
Publication Date 2024
The State Performance Plan Technical Assistance Project is a program of the Napa County Office of Education.
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.
