The Utility of the Guardians of Equity Process to Remedy Disproportionate Suspension Outcomes of Black Students

• In Event: Theory and Practice of Government-Funded Technical Assistance Centers to Research, Remedy, and Repair Education Injustices

Abstract

Objectives
This study examines the impact of technical assistance support on building the capacity with a partnering LEA to address their State citation and attorney general notification for over suspending Black students in special and general education. Using an inquiry based equity protocol developed by the center (i.e., Guardians of Equity (GoE)), we examined the impact of this process on district and school based team’ capacity to remedy policies and practices leading to disparate discipline outcomes for Black students.

Perspective(s) or theoretical framework
Our center draws from asset pedagogies such as culturally responsive and sustaining pedagogies (Paris, 2012; Paris & Alim, 2017) to develop a theory of education transformation: Culturally Responsive Sustaining Education CR-SE systems (Hernández et al., 2022). This framework is meant to mediate alignment of infrastructure, including community capacity, human capacity, and organizational capacity), informing transferrable tools that can help stakeholders create equitable opportunities for the most marginalized students. CR-SE systems hinges on: 1) an individual’s ability to examine personal identities and relationships to power, privilege and systems of racism and white supremacy, 2) an understanding of personal impact and where systems of disproportionality and inequity live and their readiness to shift policies, procedures and practices, and 3) developing internal capacity where in-district and school personnel begin to lead and implement the work.

Methods, techniques, or modes of inquiry
The current qualitative case study focuses on 6 day training and coaching sessions for district and school leaders, and school level teams on the GoA protocol, a process that mirrors a Plan, Do, Study, Act (PDSA) process (Jackson et al., 2018). Additionally, we offered 1 full day training and 2 technical assistance sessions to the district data analyst and coaches on the GoA. This protocol leverages district and school teams’ ability to gather disaggregated data and come together to unpack not only what the data is saying, but also, to create a targeted equity action plan focused on beliefs, policies, procedures and practices (BPPP’s) leading to disproportionate data points of students mostly impacted that the district and schools would address.

Data sources, evidence, objects, or materials
We analyzed 4 years of disaggregated district and school level discipline data, and 1 year of detailed field notes from each technical assistance session.

Results and/or substantiated conclusions
School level teams who continuously implemented the GoA protocol reported shifts in their discipline data for Black students, including reductions in discipline referrals and suspensions. Further, the GoA process became a sustained practice in the district. Quarterly the district and school leaders would convene to review disaggregated by race, ethnicity, gender, IEP/Non-IEP status to monitor and revise their action plan. Further, the District Office of Accountability adopted generating and sharing with district and school leadership monthly data reports that calculated disproportionality.

Scientific or scholarly significance of the study or work
The findings of this study underscore how a long-term commitment through technical assistance capacity building that center equity decision making on students most impacted can lead to shifting disproportionate suspensions for Black students in special and general education.

Authors

• María G. Hernández, New York University

• Reed Swier, New York University