and justice, there is no difference between large and small problems, for issues concerning the treatment of people are all the same.
Disparities in the use of school discipline by race, gender, and sexual orientation have been well-documented, and continue to place large numbers of students at risk for short- and long-term negative outcomes. In order to improve the state of our knowledge and encourage effective interventions, the Discipline Disparities Research to Practice Collaborative, a group of 26 nationally known researchers, educators, advocates, and policy analysts, came together to address the problem of disciplinary disparities. The Collaborative, under the leadership and organizational guidance of the Equity Project, has spent nearly three years conducting a series of meetings with groups of stakeholders – advocates, educators, juvenile justice representatives, intervention agents, researchers, and policymakers–in order to increase the availability of interventions that are both practical and evidence-based, and to develop and support a policy agenda for reform to improve equity in school discipline. CLICK HERE to read the Briefing Papers
The project has funded eleven new research projects to expand the knowledge base, particularly in the area of intervention, and commissioned papers from noted researchers presented at the Closing the School Discipline Gap Conference. A culminating report of the Collaborative’s work is the formal release of the Discipline Disparities Briefing Paper Series three papers on policy, practice, and new research summarizing the state of our knowledge and offering practical, evidence-based recommendations for reducing disparities in discipline in our nation’s schools. Additionally, the Collaborative has developed three supplementary research papers designed to help address many commonly held beliefs about discipline disparities.
CLICK HERE to read the Briefing Papers.
PBIS Indiana is working to create a statewide network of culturally responsive positive behavior interventions and supports (CR-PBIS). PBIS Indiana works with school districts throughout the state providing regional training for schools and district leadership teams, working intensively with six demonstration sites, to develop a model of culturally responsive PBIS, and providing technical assistance to schools addressing compliance issues related to disparities in discipline. PBIS Indiana is collaborating closely with national leaders in the field to establish a statewide CR-PBIS network.
The over-representation of African American students in suspension and expulsion has serious ramifications for academic achievement and youth development. This is the second phase of an investigation exploring 1) How setting variables contribute to school exclusion and racial disparities in discipline, and 2) How school disciplinary climates predict key outcomes for African American students. Intensive case studies of schools varying in racial disproportionality in discipline and achievement outcomes explore how school discipline climates contribute to racial disproportionality in discipline and achievement outcomes. Follow-up quantitative analyses further explore the relationship between school disciplinary practices and academic outcomes, especially for African American students. The rich database generated by this study will deepen our understanding of this important issue, while continuous stakeholder involvement will ensure culturally valid and practical recommendations for improving practice.
The Indiana Resource Network comprises six centers working together to improve support for students with special needs by providing Indiana's schools with targeted and comprehensive special education support and assistance.
The EERC works in collaboration with the Indiana Resource Network to provide an array of professional development and coaching opportunities, develop resources and materials, facilitate statewide and regional collaborative networks, and advance the use of statewide technology during the evaluation process. Through its work with the EERC, The Equity Project provides professional development and targeted technical assistance in understanding and addressing disproportionality in special education and in developing culturally responsive practice. The EERC uses input and feedback from Indiana school staff, families, and stakeholders to identify the specific topics and focus of its work.
The Indiana Disproportionality Project is a nationally-recognized collaboration of the Indiana Department of Education Center for Exceptional Learners, the Center for Evaluation and Education Policy (CEEP), and Indiana school corporations. In order to meet the disproportionality requirements of federal special education legislation (IDEIA 2004), the goals of the project are:
Discipline, Disability, and Race: Disproportionality in Indiana Schools. Download
Latino Students and Disproportionality in Special Education. Download
Using Data to Address Equity Issues in Special Education. Download
Local Equity Action Development (LEAD). Download
The over-representation of African American students in out-of-school suspension and expulsion has been a consistently documented phenomenon, and represents a major issue of equity to be addressed in our schools. This project is a mixed-methods investigation to extend and deepen our understanding of racial disparities in out-of-school suspension and expulsion. In this study, multivariate analyses of a statewide data base will enable us to identify more precisely the setting-level variables that contribute to suspension and expulsion above and beyond contributions of student characteristics to discipline.
Under the 2002 amendments to the Juvenile Justice and Delinquency Prevention Act (JJDP), states are now required to address not only the disproportionate confinement of youth of color, but also disproportionality in contact points throughout the juvenile justice system. This project describes the extent of disproportionate minority contact (DMC) in Indiana in order to meet this federal requirement and to help inform local and state policymaking. Data from seven Indiana counties at eight key decision points describe the extent of DMC. Results indicate that over-representation of Black youth at arrest makes a strong contribution to DMC, with further disproportionate contact at several other points of contact.
Disproportionate Minority Contact: Quantitative Analyses (Final Report). Download
The Children Left Behind was a collaboration of the Indiana Youth Services Association and the Center for Evaluation and Education Policy. This project shares data on the use and effect of school suspension and expulsion with policymakers, educators, and community members in order to create a meaningful dialogue about suspension, expulsion, and their alternatives.
The Safe and Responsive Schools model is intended to enable schools and school districts to develop a broader perspective on school safety, stressing comprehensive planning, prevention, and parent/community involvement. This project sought to implement our best knowledge of school-wide behavior planning by developing a comprehensive model of systems change in school discipline. This website is being revised and updated - please contact us if you have any questions about Safe and Responsive Schools.
See also: Skiba, R.J., Ritter, S., Simmons, A.B., Peterson, R., & Miller, C. (2006). The Safe and Responsive Schools Project: A school reform model for implementing best practices in violence prevention. In S.R. Jimerson & M.J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice. (pp. 631-650). Lawrence Erlbaum Associates. Download