María G. Hernández, Reed Swier, and Hui-Ling Sunshine Malone
Racial disproportionality in disciplinary outcomes and special education classification and placement is endemic in the fabric of the American educational system. Disproportionality in special education parallels a persistent history of chronic racial inequalities that relate to the country’s history of exclusion and denial of educational opportunities to students of color, multilingual students, and students with disabilities. Thus, disproportionality is a broader educational inequality. Myriad factors lead to disproportionate outcomes that oftentimes start with districts and schools undergoing socio-demographic shifts in students and families, while district/school personnel remain the same. Such shifts impact cultural dissonance between students and schools as well as teacher expectations and misconceptions that result in inequitable discipline policies and practices, interventions and referrals, and instruction and assessment (Harry & Klinger, 2006; Klinger et al., 2005). The lack of culturally responsive practices in all aspects of special education and school discipline processes place students of color at a disproportionate risk of being classified as disabled, having a placement in more restrictive classroom settings, and of being suspended (Artiles et al., 2006; Harry & Klingner, 2006).
To that end, why does conducting a root cause analysis matter to address disproportionality? Without a root cause analysis, it is difficult to determine what is shaping the cause of disproportionality locally in districts and schools. Further, without locating and naming root causes, districts and schools can miss the mark on who is most impacted and fail to address disparities. In Dismantling Disproportionality in Practice, chapters 3 and 4 we offer a thorough step-by-step application root cause analysis process. Further, chapter 4 provides a districts’ step by step root cause analysis process that district and school teams can use as a model to conduct their own analysis. In these chapters we layout a comprehensive root cause analysis process to critically engage qualitative and quantitative data, examine the beliefs, policies, procedures and practices that are leading to inequities. This then leads districts to target action steps that can remedy disparate experiences and outcomes for the students and families most impacted. Further, a root cause analysis approach aims to collaborate with, listen to, and build relationships with and in communities to disrupt educational inequities (San Pedro & Kinloch, 2017). Additionally, this process lifts the voices of those historically and currently marginalized (e.g., Black, Indigenous/Native, Latinx) and supports the development of protective spaces for vulnerable communities, which inevitably impacts the whole district and school community at-large. Just targeting a singular policy, a practice or looking at select data will fail to fully unveil the processes leading to disproportionality. A robust and strategic audit is necessary to adequately inform a multi-year action plan that will lead to systemic change (Valdez et al., 2020). Ultimately, the root cause process centers and leads to systemic work with clear action steps, including outlining how to create annual goals and progress monitor to effectively meet proposed goals and outcomes.
Join us on Thursday, December 5, 2024 from 6:00-7:30pm for the second of a three part webinar series related to the new Teachers College book, Dismantling Disproportionality In Practice: A Guide to Fostering Culturally Responsive Districts and Schools. This webinar will provide educators with an opportunity to hear directly from culturally responsive educators and learn how to conduct a root cause analysis.
Upcoming Webinar in the Dismantling Disproportionality Series
- January 22nd, 2025 @ 4pm: Leveraging Student Voice in Addressing Disproportionality | One key principle within culturally responsive and sustaining education, is the centering of youth voice. Today’s students are well aware of disparities within schooling and deserve the platform to discuss and address them collectively. This webinar provides a framework, process, and tools on how districts and schools can build student voice to address disproportionality.
References
- Artiles, A., J., Klinger, J. K., & Tate, W. A. (2006). Representation of minority students in special education: Complicating traditional explanations. Educational Researcher, 36(6), 3-5.
- Harry, B. & Klingner, J. (2006). Why are there so many minority students in special education?: Understanding race and disability in schools. New York, NY: Teachers College Press.
- Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally
Hui-Ling Sunshine Malone, PhD, is a professor, researcher, consultant and scholar-activist invested in educational equity.