Resources Details

General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status (Website)

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices. 

From the Early Years to the Early Grades (PDF)

This report focuses on learning experiences in the early years, both through age five and the early grades (K-5). Three key policy areas are identified that strongly influence children's experiences in the classroom:  1. Harsh discipline and its disproportionate application  2. Segregation of children with disabilities in learning settings  3. Inequitable access to bilingual learning opportunities for dual language and English Learners.  The report includes learnings and recommendations from their research. Report includes three chapters totaling 140 pages.

From “Quick Fix” to Lasting Commitment: Using Root Cause Analysis to Address Disproportionate Discipline Outcomes (PDF)

Fostering Belonging to Heal, Empower, and Educate Kids

This webinar presents strategies for strengthening relationships, building inclusive classrooms, developing trust, and fostering a sense of psychological safety.

For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy) (BOOK)

A New York Times bestseller, this book provides a balance of stories and strategies to help urban educators to understand the realities of their students' lives and to recognize their strengths.

First Encounters with Racism (NEWSPAPER ARTICLE)

The article, First Encounters with Racism, is the result of collaboration between the New York Times and Youth Radio, Oakland, California. Written by four youths from differing backgrounds, the short pieces provide readers with a somber reminder that there is significant work to be done to erase pervasive discrimination and bias both in schools and in society.

Federal Laws and Guidance (Recording)

In this presentation, Special Education researcher Mitchell Yell examines the connections among MTSS, PBS, and the 2017 Endrew F. Supreme Court ruling in terms of their impact on public schools.

Exploring Racialized Factors to Understand Why Black Mathematics Teachers Consider Leaving the Profession (Article)

This study examined black teachers’ racialized experiences through their experiences of racial microaggressions and the social structures that affect them.

Exercise Key to Fight COVID-19’s Toll On Mental, Behavioral Health (Website)

This author argues that physical activity and fitness is essential to maintain good mental health, and that a regimen of exercise is an effective treatment for a range of mental illnesses including mild to moderate depression.

Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student (BOOK)

With forward by Archbishop Desmond Tutu, Blankstein and Noguera use narrative and story to provide the necessary impetus for educators to embark on a journey to equitable schools and society.