The conversations on disproportionality in special education, discipline and advanced programming center on the role of policy, practice and beliefs/mindsets in contributing to these outcomes. This session focuses on the role of policy, practice and beliefs/mindsets reform necessary to systematically address disproportionate patterns, the national and statewide trends of disproportionality in different types of districts, and the emerging conversation on bias-based beliefs as a fabric of school culture and its impact on setting the stage for disproportionate outcomes.
Materials: Participants will receive powerpoint deck and support materials.
Presented by Dr. Edward Fergus an Associate Professor of Urban Education and Policy at Temple University. Edward is a former high school teacher, program evaluator, and community school program director. Dr. Fergus’ current work is on the intersection of educational policy and outcomes with a specific focus on Black and Latino boys’ academic and social engagement outcomes and disproportionality in special education and suspensions, and school climate conditions. He has published more than three dozen articles, book chapters, evaluation reports, and five books. Dr. Fergus partners with state education departments such as California (2010-2017), Maryland (2016 – present), and Texas (2012 – present).
You will receive the zoom link to attend in the confirmation email sent after registering for this session.