Collaboration

The Equity Project at Indiana University collaborates with community organizations, advocates, researchers, educators, and policy makers at the local, state and federal level providing evidence-based information specific to issues of school discipline, school violence, special education and equality of educational opportunity, as well as support and technical assistance to educational agencies seeking to create equitable school systems.

Research

The Discipline Disparities Research-to-Practice Collaborative
Funded by Atlantic Philanthropies and Open Society Foundations, the Collaborative comprises of a group of 26 nationally known researchers, educators, advocates, and policy analysts with the common goal to improve the state of our knowledge, increase the availability of practical and evidence-based interventions, and to develop and support a policy agenda for reform to improve equity in school discipline. The project has funded 11 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.

Center for Civil Rights Remedies at UCLA
Co-led in partnership with the Center for Civil Rights Remedies at UCLA, the Equity Project is working on a project to challenge school practices contributing to the school-to-prison-pipeline by informing policy makers and local educators of demonstrated effective practices that promote equitable discipline outcomes. The project, funded by the Kellogg Foundation, seeks to identify a clear picture of what equitable discipline practices look like and to encourage replication of these positive practices on a wider scale and in communities that need it the most.

The Indiana Department of Education
The Equity Project has been the contractor to the Indiana Department of Education (IDOE) providing services related to disproportionality in special education identification and discipline since 1999. The Equity Project monitors disproportionality in special education and discipline and assists in addressing disproportionality in school districts found to have significant disproportionality or disproportionate representation in Indiana. We have also worked closely with IDOE to implement policy changes on all of the measures and procedures now used by Indiana in meeting its responsibilities in this area under Article 7 and IDEA. We have also consulted with, provided workshops for, or conducted data analysis at both the state and federal level.

Training and Technical Assistance
Center on Education and Lifelong Learning (CELL): PBIS Indiana
PBIS Indiana, a joint project between the Center on Education and Lifelong Learning (CELL) and the Equity Project, works with six emerging model sites to implement culturally responsive Positive Behavior Intervention Supports (PBIS) and develop a school-based research component to monitor how the project impacts achievement, dropout rate, parental involvement, and placement of students with disabilities in general education classrooms. The project established a statewide teacher training and technical assistance integrating issues of culture to assure equitable student outcomes.

PBIS Indiana is also responsible for providing technical support to districts found out of compliance with respect to the disciplinary disproportionality provisions of Article 7. Additionally, the Equity project collaborates with the Effective Evaluation Processes Resource Center, providing similar support to LEAs out of compliance with respect to special education identification.

United States Department of Justice (USDOJ)
The Equity Project analyzed data for the USDOJ Division of Civil Rights to examine disproportionality in discipline in the state of Tennessee to determine the status of discipline disparities.

Consultation

State Consultation
The Equity Project has consulted or presented workshops sponsored by the state’s Department of Education on issues of disproportionality in discipline or special education in a number of states, including Wisconsin, Georgia, Iowa, Louisiana, Minnesota, Michigan, Texas, Nebraska, Connecticut, Arizona, and Maryland.

USDOE Office of Special Education Programs (OSEP)
The Equity Project was specifically hired by OSEP for a day-long consultation regarding the implementation of regulations in IDEA 2004. The Equity Project offered information on appropriate methodologies for analysis of disproportionality and identification of LEAs out of compliance with IDEA requirements. The recommendations provided was used by OSEP to formulate its current technical manual on the calculation of disproportionality statistics.