Dismantling Disproportionality in Practice

María G. Hernández has over a decade 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 S. Malone is an educator, researcher, consultant, scholar-activist, and an assistant professor of education at the University California, Santa Barbara.

• Foreword Preface Acknowledgments 1. Introduction The State of the Work So What Can This Active Equity Work Look Like? Moving Systems Setting the Table for Systems Work: Processes for CR-SE Engagement What to Expect in the Proceeding Chapters 2. Authentic CR-SE: Tackling Beliefs Through Self to System Reflection and ActionWhy Culturally Responsive-Sustaining Education (CR-SE)? Foundational Understandings (Preconditions) Critical to CR-SE and Self to System Work From Foundational Understandings to CR-SE Self to System Application Connecting Self to System Critical Questions 3. Understanding the Root Cause Analysis Process Framing the Importance of the Root Cause Process Preconditions for Root Cause Analysis The Root Cause Analysis Process Root Cause Analysis Tools Promising System Shifts Conclusion Critical Questions 4. Applying an Inquiry Approach: An Example Root Cause Analysis Process Garner Central School District: Applying a Root Cause Analysis Grounding the Work in a Moral Imperative District Data Analysis Examining Key Policies and Practices Policy and Practice: Code of Conduct and Discipline Referral Form Examples and Advanced Placement, Honors, International Baccalaureate, and Gifted and Talented Form Examining Staff Beliefs Getting to Root Causes Action Planning After a Root Cause Analysis Directions as You Move Through Action Planning Action Planning Tip Avoiding Detours: District Successes and Challenges Conclusion Critical Questions 5. How Can Districts and Schools Leverage Student Voice in Addressing Disproportionality? (Re)Defining Disproportionality Solidifying Sustaining Youth-Adult Partnerships Establishing the Partnership Establishing a Contact Zone Political Education The YPAR Project Conclusion Critical Questions 6. Conclusion From Self to System Commitment to Doing the Work: Voices from CSC CR-SE Work District Example Building Educator and Systemic Capacity Conclusion and What Is Next? Glossary Endnotes References Index About the Authors