Dismantling Disproportionality in Practice

This resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. Educational institutions can use this application guide to build educators’ capacities in culturally responsive–sustaining education (CR-SE) so that they respond better to the needs of racially, culturally, and linguistically marginalized students, families, and communities. The book includes chapters dedicated to the process of an equity audit to identify and tackle the root causes of disproportionalities and approaches for partnering with young people toward creating an environment every student deserves. It also addresses the critical self-reflective work that is foundational to shift the experiences and outcomes of Black, Latinx, Indigenous, and multilingual learners; students with an IEP; and students with intersecting identities. Use Dismantling Disproportionality in Practice to guide your work with district and school leaders and staff, teachers, families, and youth.

Book Features:

• ● This companion to Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach (2023) offers lessons learned from a former state-funded technical assistance center.
• ● Applicable tools and processes to help school districts confront beliefs, policies, procedures, and practices that result in disproportionate outcomes and experiences.
• ● A holistic look at what equitable and culturally responsive schools look like and actionable steps for creating these spaces.
• ● Tangible exercises and examples from two decades of experience centering equity within school systems.
• ● Guidance for partnering with youth to create equitable, systemic change alongside school leadership.

María G. Hernández has over a decade of experience partnering with pre-K–12 educators, providing technical assistance and training to develop culturally responsive education systems that address disproportionality and equity. Reed Swier is a former elementary teacher and administrator currently providing culturally responsive training and technical assistance to educators and district leaders. Hui-Ling Sunshine Malone is an educator, researcher, consultant, scholar-activist, and an assistant professor of education at the University California, Santa Barbara.

“A tremendous resource and a guide that can be used to clarify what equity work entails. Armed with this knowledge and a resolve to stick with the work, compassionate educators can approach the challenges facing their students and their schools with clarity and a renewed sense of urgency.”
—From the Foreword by Pedro A. Noguera, dean, Rossier School of Education, University of Southern California

“This book gives practitioners the tools to truly impact the lives of students affected by systemic disproportionality; it is the perfect bridge to take educators from theory to practice.”
—Amy Spitzer, teacher and CRSE co-facilitator, Jamesville-Dewitt Middle School, NY

Contents

Foreword  xi

Preface  xv

Acknowledgments  xvii

1.  Introduction  1
The State of the Work  4
So What Can This Active Equity Work Look Like?  5
Moving Systems  6
Setting the Table for Systems Work: Processes for CR-SE Engagement  7
What to Expect in the Proceeding Chapters  14

2.  Authentic CR-SE: Tackling Beliefs Through Self to System Reflection and Action  15
Why Culturally Responsive-Sustaining Education (CR-SE)?  15
Foundational Understandings (Preconditions) Critical to CR-SE and Self to System Work  17
From Foundational Understandings to CR-SE Self to System Application  24
Connecting Self to System  34
Critical Questions  35

3.  Understanding the Root Cause Analysis Process  37
Framing the Importance of the Root Cause Process  40
Preconditions for Root Cause Analysis  40
The Root Cause Analysis Process  45
Root Cause Analysis Tools  46
Promising System Shifts  56
Conclusion  58
Critical Questions  59

4.  Applying an Inquiry Approach: An Example Root Cause Analysis Process  61
Garner Central School District: Applying a Root Cause Analysis  63
Grounding the Work in a Moral Imperative  64
District Data Analysis  68
Examining Key Policies and Practices  77
Policy and Practice: Code of Conduct and Discipline Referral Form Examples and Advanced Placement, Honors, International Baccalaureate, and Gifted and Talented Form  85
Examining Staff Beliefs  97
Getting to Root Causes  99
Action Planning After a Root Cause Analysis  103
Directions as You Move Through Action Planning  112
Action Planning Tip  112
Avoiding Detours: District Successes and Challenges  113
Conclusion  115
Critical Questions  115

5.  How Can Districts and Schools Leverage Student Voice in Addressing Disproportionality?  117
(Re)Defining Disproportionality  118
Solidifying Sustaining Youth-Adult Partnerships  118
Establishing the Partnership  120
Establishing a Contact Zone  124
Political Education  128
The YPAR Project  128
Conclusion  138
Critical Questions  139

6.  Conclusion  141
From Self to System  142
Commitment to Doing the Work: Voices from CSC CR-SE Work  144
District Example Building Educator and Systemic Capacity  148

Conclusion and What Is Next?  150

Glossary  153

Endnotes  155

References  157

Index  163

About the Authors  171

Download Appendix in PDF format