Solving Disproportionality and Achieving Equity

Dr. Edward (Eddie) Fergus is Professor of Urban Education in the School of Arts and Sciences at Rutgers University - Newark. Prior to joining Rutgers University - Newark, Dr. Fergus was Associate Professor of Urban Education and Policy at Temple University (2017-2022) and Assistant Professor of Educational Leadership and Policy at New York University (2013-2017), and Deputy Director of the Metropolitan Center for Urban Education at New York University (2004-2013). As a former high school social studies teacher, program evaluator, and community school program director, Dr. Fergus is continuously approaching research with an attention to its application within educational settings. Dr. Fergus' work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys' academic and social engagement outcomes, disproportionality in special education and suspensions, and school climate conditions. He has published more than four dozen articles, book chapters, evaluation reports, and five books including Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth (Routledge Press, 2004), co-editor of Invisible No More: Disenfranchisement of Latino Men and Boys (Routledge Press, 2011), co-author of Schooling For Resilience: Improving Trajectory of Black and Latino Boys (Harvard Education Press, 2014), author of Solving Disproportionality and Achieving Equity (Corwin Press, 2016), co-editor of forthcoming book Boyhood and Masculinity Construction in the US (Routledge Press, forthcoming). Fergus has worked with over 120 school districts since 2004 on educational equity and school reform, specifically addressing disproportionality in special education and suspension. Fergus partners with state education departments and serves on various boards such as NY State Governor's Juvenile Justice Advisory Group (2010-present), appointed in 2011 to the Yonkers Public Schools Board of Education (2011-2013 and 2019-2021), National Center on Learning Disabilities (2020-present), and is an expert consultant for the U.S. Department of Justice Civil Rights Division on Educational Opportunities (2014-2016), New York State Attorney General's Office (2022), and NAACP Legal Defense Fund (2018). Dr. Fergus received a bachelor's degree in Political Science and Secondary Education - Broad Field Social Studies from Beloit College and a doctorate in Educational Policy and Social Foundations from the University of Michigan.

Acknowledgments About the Author Introduction Changing Landscape of Teaching Force and Its Effect on Disproportionality The Backdrop of the Integration Project Framework Organization of the Book Sample Road Map for Creating an Equity-Driven School Chapter 1. Social Integration and Intensified Segregation Leading to Disproportionality Post-Brown v. Topeka Board of Education Integration Patterns Integration Project: Patterns of Student Enrollment Demographics Integration Project: Patterns of Teacher and Principal Demographics Chapter 2. Knowing the Bias-Based Beliefs in Disproportionality Bias-Based Beliefs in Pedagogy and School Practice: How Does It Show Up in Schools? Colorblindness Belief Deficit-Thinking Belief Poverty-Disciplining Belief Chapter 3. Leadership Inquiry Skills for Building Equity Focus Section 1: Understanding Your Data and Data System Capacity Section 2: Practicing Analysis and Interpretation of Data: Case Studies Chapter 4. A Process for Identifying Disproportionality and Building an Equity Plan Step 1: Identifying Your Starting Place Step 2: Root Cause Process for Understanding Disproportionality Problems Step 3: Monitoring Equity Work: 3- to 5-Year Span of Work Step 4: Progress-Monitoring Tools: Monthly Data Calendar Additional Equity Examinations Chapter 5. Building an Equity Belief School Climate Leading Equity Competency 1: Know How to Manage Race Dialogues Leading Equity Competency 2: Know How to Manage the Comfortable and Uncomfortable Tensions of Learning and Practice Stage 1 Activities: Building Universal Equity Principles Stage 2 Activities: Monthly or Quarterly Sessions on Bias-Based Beliefs Other Ongoing Activities for Replacing Biased Beliefs Application Activities Appendixes 1. Data Inventory Worksheet 2. Planning Sheet for Addressing Beliefs and Building Equity Principles 3. Exit Ticket 4. Definitions of Educational Equity Worksheet 5. Applying Definitions of Educational Equity 6. Applying Definitions of Educational Equity: Homework Worksheet 7. Building Our Universal Equity Principles Worksheet 8. Shifting Deficit-Thinking Worksheet 9. Shifting Deficit-Thinking Survey Worksheet 10. Definition Flashcards 11. Shifting Poverty-Disciplining Belief Statements Worksheet 12. Shifting Poverty-Disciplining Belief Statements Survey Worksheet 13. Meritocracy Line Exercise 14. Dual-Axis Model of Vulnerability 15. Dual-Axis Model of Vulnerability Application Worksheet 16. Racial Timeline Worksheet 17. Racial and Ethnic Group Worksheet 18. Shifting Common Colorblindness Statements Worksheet 19. Shifting Common Colorblindness Statements Survey Worksheet 20. Cultural Responsibility Beliefs Worksheet 21. Looking at Books Worksheet 22. Observing Classroom Environments Worksheet 23. Equity Resources for Curricular, Culture/Climate, and Instruction References Index

"Throughout the country, a growing number of educators have come to the realization that disproportionality in the placement of children of color in special education, and in school discipline practices, is a vital equity issue that must be confronted. In this important new book, Dr. Edward Fergus explains why this issue is so important and he shows what educators can do to solve the problem. Through careful analysis of data obtained from real cases, he shows how the problem is manifest and how it can be thoughtfully addressed. For educators and policy makers seeking solutions to these complex issues, this book will be an invaluable resource." -- Pedro Noguera, Distinguished Professor of Education "Solving Disproportionality and Achieving Equity addresses burning and significant needs and issues in the field, including areas in which districts are facing legal requirements for action. The synthesis of research, theory, application, with an acknowledgment of the interpersonal and emotional dimensions of this work all contribute to its value." -- Gary Bloom, Senior Program Consultant "I believe that this text has the potential to become a bible for every school leader who truly wants to examine the inequities in schools and then move forward with a comprehensive plan applying a sound analysis of the data." -- William A. Howe, Educator