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.
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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.