Disparities across race and disability risk: Assessing teacher practices

Green, Ambra L.; Olsen, Amanda A.; Nandakumar, Vandana

doi:10.1002/pits.22488

Cited by 3 publications

(1 citation statement)

References 32 publications

(41 reference statements)

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“…It should be emphasized that students of color often experience unequal access to educational resources, such as skilled teachers and quality curriculums (Tieken, 2017). In addition, students of color frequently face both covert and overt experiences that can lead to discrimination and oppression potentially decreasing interest in school and academics (Drake, 2020; Green et al, 2021; Proctor et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The association between student socioeconomic status and student–teacher relationships on math achievement.

Olsen¹,

Huang²

2021

School Psychology

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The importance of math achievement in the early grades has been well documented. Two variables that have independently been found to be strong predictors of math achievement are student–teacher relationships (STR) and socioeconomic status (SES). The present study investigates the interaction between STR and SES on student math achievement using the Early Childhood Longitudinal Study, a nationally representative data set. The participants included approximately 8,380 first-grade students, 2,930 teachers, and 860 schools, representing a weighted sample of approximately 3.15 million students or 90% of the population. Multilevel modeling, controlling for student-, teacher-, and school-level factors, found that both STR and SES had a strong relationship with student math achievement. There was also a statistically significant moderation effect between close STR and SES on math achievement, suggesting that close STR are beneficial for all students, but are especially beneficial for students from low SES backgrounds. Further, educational implications for research, policy, and practice are provided.

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Section: Discussionmentioning

confidence: 99%

The association between student socioeconomic status and student–teacher relationships on math achievement.

Olsen¹,

Huang²

2021

School Psychology

Self Cite

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Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality

Cruz,

Kramarczuk Voulgarides,

Firestone

et al. 2023

Review of Educational Research

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Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to define disability tended to offer policy recommendations focused on preventing inappropriate identification and enhancing access to early interventions. In contrast, studies situated in social models of dis-ability tended to offer policy recommendations for holistic improvement of educational systems. Finally, disproportionality studies applying legal frameworks tended to advocate for explicit policies regarding race and racism without attending to ableism. Given that federal policy continues to operate from a deficit perspective regarding student variability, we contend that deficit-oriented recommendations for change are unlikely to improve students’ experiences in schools and related outcomes. We discuss the need for disproportionality research to inform policy through frameshifting.

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The Home and Community Connections Model

Manzone

Nyberg

2022

New Considerations and Best Practices for Training Special Education Teachers

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The need to create inclusive classrooms is well documented in the literature. The use of inclusive pedagogies as a means to respond to the needs of all learners is also well-established. Yet, the definition of “all learners” remains somewhat evasive and inequitable. Historically underserved and systemically marginalized learners continue to be left out of conversations regarding “all learners” in special and general education programs. This chapter examines how inclusive education strategies can be reoriented through a lens of culturally sustaining pedagogies. This chapter proposes a home and community connections model for constructing culturally authentic and sustaining classrooms that truly value the assets and interests of all learners. Classroom activities and examples are provided and serve as a framework for special and general educators to integrate these pedagogies into their own practice.

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Disparities across race and disability risk: Assessing teacher practices

Cited by 3 publications

References 32 publications

The association between student socioeconomic status and student–teacher relationships on math achievement.

The association between student socioeconomic status and student–teacher relationships on math achievement.

Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality

The Home and Community Connections Model

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