Resources Details
Significant Disproportionality in Special Education: Current Trends and Actions for Impact
Due to bias within the education system (including within assessments and academic and other policies), students of color can be misidentified as needing special education, and are then placed in more restrictive settings and experience harsher discipline because of the intersectionality of race and special education. This brief summarizes the literature and latest research on disproportionality in special education and offers changes in policy and practice that can reduce significant disproportionality in schools.
Citation/Source
Citation: National Center for Learning Disabilities. 2023. Significant Disproportionality in Special Education: Current Trends and Actions for Impact. Washington, DC: National Center for Learning Disabilities.
Publication Date 2024
Shattering Inequities: Real World Wisdom for School and District Leaders (Book)
This book provides useful tools and activities for school leaders to prevent inequities in schools and classrooms. The authors focus on what is currently known about how to achieve high-quality education for all students.
Citation/Source
La Salle, Robin Avilar, and Ruth Johnson. 2018. Shattering Inequities: Real World Wisdom for School and District Leaders. Lanham, MD: Rowman & Littlefield.
Publication Date 2024
Setting Up a Disability-Inclusive Curriculum (Article)
The authors of this article suggest; to ensure individuals with disabilities are more fully integrated into school curriculum and American society, schools must revise their instructional narratives and adopt more inclusive and representative resources. The authors identify recommendations to support more inclusive school environments.
Citation/Source
Kishore, N., & Cooper, C. "Setting Up a Disability-Inclusive Curriculum." Edutopia, (2022).
Publication Date 2024
Seizing the Moment: Race Equity Mindsets, Social and Emotional Well-Being, and Outcomes for Students (WEBINAR RECORDING)
This is a recorded webinar that focuses on the interrelationships among race equity mindsets, social and emotional well-being, and outcomes for Black, Latinx and other students of color. Evidence is shared by the panel on why equity in schools is key to improving student outcomes and how educators can shift mindsets to support positive student social and emotional development.
Citation/Source
Smith Arrillaga, E., Truong, G., Vasquez, H., Walrond, N., Wiener, R. 2020. Seizing the moment: Race equity mindsets, social and emotional well-being, and outcomes for students (webinar recording). WestEd. https://www.wested.org/resources/race-equity-mindsets-social-emotional-well-being-outcomes-students/
Publication Date 2024
Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care (External Resource)
Perception Institute partnered with the Haas Institute for a Fair and Inclusive Society at UC Berkeley and the Center for Policing Equity at UCLA to generate this report, which provides an in-depth look at the role of implicit bias, racial anxiety, and stereotype threat in producing disparities in education and healthcare.
Citation/Source
Godsil, Rachel D., Tropp, Linda R., Goff, Phillip Atiba, and Powell, John A. 2014. "The Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care." Perception Institute
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.
Citation/Source
Williams, K., Mcadoo, G., & Howard, T.C. "Schools Must Do More to Support Black Students." Edsource, (2022).
Publication Date 2024
Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys (BOOK)
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Citation/Source
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
Publication Date 2024
School-to-Prison Pipeline: Report, Recommendations and Preliminary Report (PDF)
This report on the school-to-prison pipeline examines root causes of school and societal failure for certain groups and offers resolutions and strategies for addressing inequities.
Citation/Source
ABA Joint Task Force on Reversing the School to Prison Pipeline. 2018. School-to-Prison Pipeline: Report, Recommendations and Preliminary Report. https://www.americanbar.org/content/dam/aba/images/racial_ethnic_justice/FinalSchool2PrisonPipeline-2nd-012618.pdf
Publication Date 2024
School-to-Prison Pipeline: Report, Recommendations and Preliminary Report (PDF)
This report on the school-to-prison pipeline examines root causes of school and societal failure for certain groups and offers resolutions and strategies for addressing inequities.
Citation/Source
ABA Joint Task Force on Reversing the School to Prison Pipeline. 2018. School-to-Prison Pipeline: Report, Recommendations and Preliminary Report. https://www.americanbar.org/content/dam/aba/images/racial_ethnic_justice/FinalSchool2PrisonPipeline-2nd-012618.pdf
Publication Date 2024
School Psychologists and the Assessment of Culturally and Linguistically Diverse Students (PDF)
This research article presents the survey results (n=140) and implications for the effective assessment of culturally and linguistically diverse children and adolescents. The results highlight a continued need for training in selecting appropriate assessment instruments.
Citation/Source
Vega, Desiré, Jon Lasser, and Amanda F. M. Afifi. 2016. “School Psychologists and the Assessment of Culturally and Linguistically Diverse Students.” Contemporary School Psychology 20 (3): 218–229.
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.
