M. Karega Rausch

Achieving Equity in Special Education: History, Status, and Current Challenges:

Among the most-longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction. This article provides a report on the history, measurement, status, and factors contributing to disproportionate representation in special education, and offers recommendations based on an understanding of racial and ethnic disparities in special education as a multiply determined phenomenon.

Inequality in School Discipline

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Discipline Disparities: New and Emerging Research in the United States

price are net prices, subject to local VAT. Prices indicated with * include VAT for books; the €(D) includes 7% for Germany, the €(A) includes 10% for Austria. Prices indicated with ** include VAT for electronic products; 19% for Germany, 20% for Austria. All prices exclusive of carriage charges. Prices and other details are subject to change without notice. All errors and omissions excepted. R.J. Skiba, K. Mediratta, M.K. Rausch (Eds.) Inequality in School Discipline

What Do We Know About Discipline Disparities? New and Emerging Research

Suspension has been found to be associated with a number of negative short- and long-term consequences, including academic disengagement, decreased academic achievement, dropping out of school, and increased contact with the juvenile justice system.

Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

Skiba, Arredondo, Rausch and Gray examine the most current research on disciplinary disparities. They find that out-of-school suspension and expulsion continue to be used inequitably by race, gender, disability, and sexual orientation; that disparities cannot be explained by different rates of misbehavior or poverty; and that school disciplinary exclusion is often the first step leading to short- and long-term negative academic and social consequences. Available findings suggest that schools have the power to change their exclusion rates. Even effective school discipline reforms may need to be adapted to specifically address issues of race, difference, and disparity, however, since not all interventions that reduce use of exclusionary discipline overall also close disciplinary gaps. The authors close with recommendations based on current findings concerning disparities.