Resources Details

School discipline policies that result in unintended consequences for Latino male students’ college aspirations (Book)

This book untangles how aggressive school discipline policies unintentionally impact the college aspirations of Latino males through the mislabeling and removal of students from the classroom.

School Discipline Disproportionality: American Indian Students in Special Education (PDF)

This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.

School Closure And English Learners: A Review of COVID-19 Operations Written Reports (WEBPAGE)

This report reviews 79 California school districts with a focus on how they managed school closures and the quality of education that English Learners received. Six key indicators were identified:  1. Designated and Integrated English Language Development (ELD)  2.Live Interactive Instruction  3.Bridging the Digital Divide  A PowerPoint is included with the article  4. Family Collaboration  5. Social-Emotional Support  Early Child Education (ECE).

School Board Policy – Disproportionality Policy/BP0411 (DOCUMENT)

This Board policy ensures equal access to educational opportunity for all students by minimizing or elimination the impacts of disparities in ability, levels of preparation, available resources and social-cultural differences in achievement and performance. Also, it describes how to prevent disproportionality associated between a child's race or ethnicity and the number and type of special education classifications and placements that result. 

Risks and Consequences of Oversimplifying Educational Inequities: A Response to Morgan et al. (2015) (PDF)

This technical commentary argues that Morgan et al.’s claim that there is no minority overrepresentation in special education is an error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) the authors’ failure to consider the complexities of special education disproportionality.

Rethinking MTSS to Better Address Barriers to Learning (PDF)

This brief report examine how a Multi-tiered System of supports (MTSS) can be improved to address the needs of all students.

Restorative Justice in U.S. Schools: An Updated Research Review (PDF)

This updated research review examines restorative justice as an alternative to traditional responses to student misbehavior in schools across the United States.

Restorative Justice in U.S. Schools: An Updated Research Review (PDF)

This updated research review examines restorative justice as an alternative to traditional responses to student misbehavior in schools across the United States.

Research, Guidance and Services for Effective School Governance (WEBPAGE)

This set of online resources includes manuals and tools for effective school governance. It also includes effective policies and policy manuals.

Research-Based Strategies for Addressing Disproportionality in Special Education

Students of color, English learners, and those from non-dominant cultures often face disproportionate identification and placement in special education, along with related disciplinary disparities. While special education services are crucial for students with actual disabilities, many students are wrongly referred to special education due to struggles stemming from inadequate education policies and classroom practices that fail to meet their needs. Pedagogical practices based on the dominant culture often lack culturally responsive elements, leading to classrooms that do not reflect or value the sociocultural contexts of these students. This disconnect can impede learning and result in teachers mistakenly perceiving these students as having learning or behavioral issues, prompting inappropriate special education referrals. This brief suggests that district leaders tackle this critical issue by focusing on four key areas:

• Implementing culturally responsive and sustaining policies and practices across all educational settings.
• Enhancing the special education identification process.
• Integrating culturally responsive and sustaining policies and practices specifically in behavior management efforts.
• Developing culturally responsive data literacy among district staff at all levels.