Considering disproportionality in school discipline: promising practices and policy

ABSTRACT

Racial disproportionality in school discipline has always been a threat to equitable education in the United States. This introduction to the special issue provides an overview of the topic and describes the articles and their potential contribution to improving equity in school discipline.

KEYWORDS:

• Equity
• discipline
• disproportionality
• positive behavior supports
• suspensions

Additional information

Funding

This work was supported by Institute of Education Sciences.

Notes on contributors

Terrance M. Scott

Terrance M. Scott is a Senior Principal Education Researcher at the Stanford Research Institute. As a professor of Special Education for 24 years, his interests include effective systems and practices for students with challenging behavior.

Kent McIntosh

Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon. He is Co-Director of the Center on Positive Behavioral Interventions and Supports. His current research focuses on increasing racial equity in school discipline, and implementation and sustainability of systems for social, emotional, and behavior support in schools.