MELANIC FOCUSED ADVOCACY

SPECIAL EDUCATION FACTS TODAY

EQUITY FOCUSED EDUCATIONAL ADVOCACY

Multiracial - Multicultural Focused Education Advocacy

STOP THE CYCLE OF FAILURE IN EDUCATION

NATIONAL EDUCATION ADVOCACY PROJECT REPORT

NSEAI is a recognized leader and authority for providing practical solutions to today’s special education problems by collaborating with other organizations in the Education, Behavioral, Medical, Social Service and Legal disciplines. We focus on influencing the development of professional education advocates so to ensure the use of positive solutions to address the challenges that impact all students with special education needs. NSEAI trains and credentials professional education advocates skilled in achieving positive functional outcomes that address the unique needs of students with learning differences.

NSEAI believes that access to appropriate education is the civil rights issue of our time. This includes discrimination in disciplinary policies that have created the school-to-prison pipeline, and refusal to identify students in need of special education services, or provide appropriate remediation services. Education advocates must be trained to address the specific cultural needs of Minority¹ communities. Each student must have their specific educational needs addressed in the context of their unique ethnic and cultural beliefs and perceptions.

We provide a professional board certification in educational advocacy and training to parents, advocates, educators and other professionals. We have a focused goal to also have a positive impact upon the Multiracial, Multicultural Students in the educational system through the development of:

Advocacy Skills —specific competencies unique to minority student educational advocacy due to:

Identified current social and institutional forms of racism

Multiple forms of disenfranchisement occurring
Institutional lack of cultural awareness occurring.

Need Identification – identification of areas of educational need, unique to minority student populations
Cultural Awareness — competencies in cultural awareness and familiarity with the significant social problems that affect these communities
Outcome Focused - educational advocacy that focuses on and measures the student’s improved functional outcomes vs. just the legal sufficiency of the IEP or passing grades. We focus on identifying the individualized Educational Needs that prevents the student from accessing their education and the Specially Designed Instruction, Related Services and the Supports to School Personnel necessary to move that minority student toward meaningful progress.

NATIONAL EDUCATION ADVOCACY PROJECTS REPORT

UNIQUE AREAS OF NEED THAT MUST BE ADDRESSED

WHEN ADVOCATING FOR STUDENTS AND THEIR FAMILIES

Learning Disabilities Continue To Be Unidentified or Treated

A significant number of learning disabilities are either not identified or not properly assessed, and proper special education services are therefore not provided.
Despite intelligence levels adequate to go to college, students with unidentified or inappropriately identified learning disabilities drop out of school, barely pass and have lower paying unskilled jobs.

Unaddressed learning disabilities lead to behavioral problems that mask the initial disability (50-78% of juveniles incarcerated have learning disabilities).
Children with unaddressed learning disabilities often self-medicate with alcohol and drugs (60% of people recovering from addictions have some form of a learning disability).

Disability Segregation

Children with learning disabilities are often segregated unnecessarily from non-disabled peers and thus denied the opportunity to develop necessary social skills.
Segregated classes are often not as academically rigorous and lack many resources found in regular education classes.
Non-disabled peers are denied the opportunity to learn about and from disabled peers, perpetuating stereotypes of the disabled.

Crime

A one-year increase in average years of schooling for dropouts would reduce murder and assault rates by almost 30%, motor vehicle theft by 20%, arson by 13%, and burglary and larceny by about 6%.
250,000 crimes a year on school property were reported to police.
Ten percent of 10th graders admit to taking a weapon to school during the past month.

Lack of Adequate Infrastructure

3/4 of public schools report less than adequate conditions, roofs and electrical power needing repairs, renovations or modernization. The average repair needed per school is $2.2 million, or $3,800 per student.

English-Language Learners

English Language Learner numbers have increased in public schools from 3.5 million to 5.3 million, a 51% . Only 12% of 4th grade ELLs scored proficient or above in math and only 5% of 8th grade ELLs. In reading only 3 percent of 4th and 8th grade ELLs were proficient or above.

High School Dropout Crisis

The national high school graduation rate was a deplorable 81.4 percent – an all-time high.
We have a dropout crisis with 250,000 students failing to graduate each year.

White     4.8%
Black     9.9%
Latino     18.3%
Asian     4.4%
American Indian/Alaska Native 14.6%

Those with Learning Disabilities 19.0%

The U.S. has 7000 High School dropouts per day / one every 26 seconds

Dropouts will earn about $260,000 less than high school graduates
Dropouts will earn $800,000 less than college graduates in their lifetime
Dropouts have a decreased life expectancy of 9.2 years as compared to high school graduates.
Dropouts require more social services
Dropouts are 8xs more likely to go to prison
Dropouts are more likely to be on welfare and have poorer health
Dropouts are less likely to vote

Only 4% of high school dropouts voted
24% of high school graduates voted
37% of college graduates voted

Dropouts are not eligible for 90% of new jobs
Dropouts do not create new jobs

Graduation rates, with a regular diploma, for students with disabilities remain in very low 68%
African-American and Hispanic/Latino students are graduating 10-15 points behind the national average.
90% of middle- and high-income students graduating on time

70% of low-income students graduate on time and
62% of those with disabilities graduate on time and they constitute 13% of the school enrollment

In 11 states, less than 70% of low-income students graduate
33 % of students with LD are held back a grade
50 % of students with LD were suspended or expelled from school
U.S. public high schools recorded a four-year graduation rate of 80 percent, Nationwide, black students graduated at a rate of 69 percent; Hispanics graduated at 73 percent; whites graduated at a rate of 86 percent

College Readiness

Nationally more than 25 percent of U.S. students fail to graduate high school in four years and 40% of Hispanic and African-American students failed to graduate high school in four years.
According to the ACT, only 22 percent of U.S. high school students met “college ready” standards in all of their core subjects

Of college-bound seniors, only 43% met college-ready standards.
Upon graduating high school, more than 50% of college-bound students need to take remedial classes in one or more subjects.

Only 25% of U.S. students are proficient or better in civics, as measured by the National Assessment of Educational Program

Self-Advocacy Through Transition

Only 24% students with learning disabilities informed their post-secondary school of their eligibility for accommodations and only 17% got support and accommodations.

Employment

Working age adults with LD are employed 25% less than those without LD (46% vs 71%)
Even 8 years after leaving high school, 67% of those with LD earned $25,000 or less per year.
Only 19 percent of the employers of those with LD are aware that their employee has a LD and only 5 percent receive accommodations in the workplace.

College Graduation

ONLY 58 percent of first-time, full-time students, from public education, seeking a bachelor's degree at a 4-year institution completed that bachelor's degree at that institution within 6 years.

This is 150 percent longer than normal completion time for the degree
Only 41% with learning disabilities graduated in 8 years.
Graduation rates varied by type of institution

65% at private nonprofit institutions
56% at public institutions and
only 28% at private for-profit institutions.

Graduation completion rates varied by race/ ethnicity

Asian/Pacific Islander students at 69%
White students at 62%
Hispanic students at 50%
Black students at 39% and
American Indian/Alaska Native students at 39%

75% of children in foster care want to go to college and only 3% get a bachelor’s degree.
College graduates are 3 times more likely to vote than high school dropouts.

Poverty

33% of public school students receive free or reduced price lunches.
13% of public school students received Chapter 1 services. (federal program for poorly performing students in economically disadvantaged areas)

Under Qualified Teachers

On average, four out of 10 secondary school teachers do not have a degree in the subject they teach.

Over Crowding

1/2 of elementary school teachers have 25 or more students in a class.

Job Readiness

According to U.S. manufacturers, despite high U.S. unemployment, and even higher under-employment, major U.S. employers cannot find qualified American applicants to fill their job openings.

40% of 17 year olds do not have the math skills to hold down a production job at a manufacturing company
60% of 17 year olds do not have the reading skills to hold down a production job at a manufacturing company

School to Prison Pipeline

High School dropouts are 8xs more likely to go to prison.
U.S. has the highest incarceration rate in the world.
40% of students expelled from U.S. Schools each year are Black, yet they only represent 30% of the population.
Students of color face harsher discipline and are more likely to be pushed out of school than Whites.
70% of students involved in "in-school" arrests are referred to law enforcement are Black or Latino.
Black students are 3.5 times more likely to be suspended than White students.
Black and Latino students are 2.0 times more likely to NOT GRADUATE high school than Whites.
68% of all males in state and federal prison do not have a high school diploma.
61% of the incarcerated population is Black or Latino yet they only represent 30% of the national population.

1:3 Black males will be incarcerated in their lifetime.
1:6 Latino males will be incarcerated in their lifetime.

70% of inmates in CA state prisons are former foster care youth.

50% of children in the foster care system are Black or Latino.
30% of foster care youth entering the juvenile justice system are behavioral cases.
25% of foster care youth will be incarcerated within a few years after turning 18.
50% of foster care youth will be unemployed within a few years after turning 18.

Ranking Among Industrialized Nations is Deplorable

The U.S. ranks poorly among 38/71 industrialized nations on the International Student Assessment

36th in Math
24th in Science
36th in Literacy
12th in percent of 25-36 year olds with college degrees

(lower than Canada Israel and New Zealand)

The highest performing state (MA) was 2 years behind in education compared to Shanghai per the National PISA scores

The United States invests more in public education than other developed countries, yet U.S. students remain poorly prepared to compete with global peers.

The U.S. ranks fifth in spending per student. (Only Austria, Luxembourg, Norway, and Switzerland spend more per student).
The U.S.A. and the Slovak Republic scored similarly. They spend $53,000 per student while the U.S. spends $115,000.
The PISA report notes that, “higher expenditure on education is not highly predictive of better mathematics scores in PISA.”

Due Process

The due process system does not improve IDEA compliance and actually limits some parents from safeguarding special education rights for their children. National Survey on IDEA Due Process System showed that:

Nationally, only 3% of school districts had any multiple disputes that that resulted in litigation.
51% of school districts said they had not been involved in special education litigation or due process in the past five years.
The 8 lowest hearing incidence states combined averaged fewer than 3 hearings per year
56% of ALL adjudicated hearings in the whole country were in 2 states (NY & NJ).
24% of all adjudicated hearings were in the next 6 highest states combined
20% of adjudicated hearings were in the next 42 highest states combined

The GAO Report showed that only 0.0005% (5/10,000) IDEA qualified students ever request a due process hearing yet we know that 5-10% of IEP have major issues, lack services, have unidentified or addressed needs.
The U.S. Department of Education notes that 94% of school districts have NO hearings.
TASH, found that 36% of families, with children with disabilities, earn less than $25,000 a year and over 66% earn less than $50,000 a year. They cannot pay for expert fees, which are non-recoverable (in a due process).
The U.S. Congress reported that only 0.3% of special education spending is spent on mediation, due process, or other court cases.
Schools have been protected from frivolous cases since the enactment of 2004 IDEA. yet they use this as an excuse to prevent parents due process by increasing the cost of such hearings.

Intimidation

“Most parents don’t have access to any attorney or must rely on low-cost (sub-standard -inferred) legal aid. And data from surveys shows that even this help is in short supply…Those parents who have the courage to go it alone face schools that are well represented. State data shows that schools were much more likely to bring an attorney to a hearing than parents were.” 150 Cong. Rec. S5351 (daily ed. May 12, 2004)

National Security and Readiness

The Council on Foreign Relations Task Force, chaired by Joel I. Klein, the former head of New York City public schools, and Condoleezza Rice, the former U.S. Secretary of State, reported on U.S. Education Reform and National Security. They noted that the decline in U.S. education performance is jeopardizing national security “Educational failure puts the United States’ future economic prosperity, global position, and physical safety at risk,” The country “will not be able to keep pace—much less lead—globally unless it moves to fix the problems it has allowed to fester for too long,”
According to the Council on Foreign Relations Task Force's Report, the lack of educational preparedness poses threats on five national security fronts:

Economic Growth and Competitiveness
Physical Safety
Intellectual Property
U.S. Global Awareness
U.S. Unity and Cohesion.

“Human capital will determine power in the current century, and the failure to produce that capital will undermine America’s security,” the report states. “Large, under-educated swaths of the population damage the ability of the United States to physically defend itself, protect its secure information, conduct diplomacy, and grow its economy.”

The 25% of American students who drop out of high school will not be able to serve in the U.S. military.

30% of those who do graduate high school lack the basic math, science, and English competency to pass the Armed Services Vocational Aptitude Battery.

Eight out of ten Americans only speak English. Schools are dropping their foreign language requirements. Due to this lack of foreign language competency the U.S. State Department is experiencing a lack of trained linguists.

Departments of Education - Non-Compliance With The Law

“There is not a state in the nation in compliance with IDEA, Part B. NCD found schools in every state denying appropriate supports and services to students with disabilities, and not being held accountable for enforcement of the Act.” Back to School on Civil Rights, NCD 2000”

“A significant lack of school accountability, poor enforcement of existing federal laws, and systemic barriers have denied students their educational rights and opportunities” Achieving Independence: The Challenge for the 21st Century, NCD

“In the past 25 years, States have not met their general supervisory obligations to ensure compliance with the civil rights requirements of IDEA at the local level . . . The Federal Government has frequently failed to take effective action to enforce the civil rights protections of IDEA when federal officials determine that states have failed to ensure compliance with the law.” National Council On Disability (NCD)

“As a result of 25 years of non-enforcement by the Federal Government, parents are still a main enforcement vehicle for ensuring compliance with IDEA…Many states are found eligible for full funding under Part B of IDEA while simultaneously failing to ensure compliance with the law. Though no state is fully ensuring compliance with IDEA, states usually receive full funding every fiscal year. Once eligible for funding, a state receives regular increases, which are automatic under the formula. OSEP's findings of state noncompliance with IDEA requirements usually have no effect on that state's eligibility for funding unless (1) the state's policies or procedures create systemic obstacles to implementing IDEA, or (2) persistent noncompliance leads OSEP to enforce by imposing high risk status with "special conditions" to be met for continued funding… OSEP found that 32 states (64%) had failed to ensure compliance… After 25 years, all states are out of compliance with IDEA to varying degrees.” National Council On Disability (NCD)

Learning Differences Incidence

0.14 percent of babies have Down syndrome (1/691 babies).
0.31 percent of children have Cerebral Palsy (1/323 children). Cerebral Palsy is the most common motor disability in childhood.15
14 percent of children ages 13-17 have a developmental disability.
17 percent of Americans will experience a communication disorder at some point in their life (1/6 Americans).
19 percent of all Americans are classified as a person with a disability (12 percent are severely disabled).
2 percent of children have an autism spectrum disorder (1/50 children). The prevalence of autism diagnoses increased 289.5 percent in 11 years between 1997 and 2008, In 2013, 1 in 50 children was identified with an autism spectrum disorder, with the rate among boys of 1 in 31 (3.23%).
25 percent of 13-18-year-olds have an anxiety disorder
7 percent of children ages 3-17 have ADHD
8 percent of children ages 3-17 have a learning disability
There is an over representation of Blacks and Hispanics in Special Education with learning disabilities
Girls are not being identified appropriately since 66% of those identified with reading difficulties are boys and reading disabilities are equal between boys and girls.
The number of children and youth ages 3–21 receiving special education services was 6.6 million, or 13 percent of all public school students. Among children and youth receiving special education services, 35 percent had specific learning disabilities.

Specific Learning Disability 35%

S/L Impairment 21%

Other Health Impairment 13%

Autism 8%

Intellectual Disability 7%

Developmental Delay 6%

Emotional Disturbance 5%

Multiple Disabilities 2%

Hearing Impairment 1%

Orthopedic Impairment 1%

(Percentage distribution of children ages 3–21 served under the Individuals with Disabilities Education Act (IDEA), Part B, by disability type: School year 2013–14 as reported in 2017)

Racism in Gifted programs

In education, giftedness has become a form of white property and an unearned white privilege, that has created a social caste system in our schools. The facts speak for themselves:

Black and Latino families are often unaware of the opportunity for gifted education or are discouraged based on the obvious inequities and thus do not request access to gifted education and advanced courses.
Black and Latino students in gifted education still face low or negative expectations, lack of mentorship with a significant number returning to general education.
Black and Latino students are underrepresented in International Baccalaureate (IB) and Advanced Placement (AP) programs.
Black and Latino students have always been underrepresented in gifted education regardless of the racial demographics within the district
Being denied access to gifted education has contributed to the crisis evident in the Black-White educational achievement gap.
Gifted Education administration is infected by race-based deficit thinking that is both implicit and explicit.
Programming and service funding is dependent solely on local funds and parent demand. Not all states spend money on gifted education so wealthier districts have more access to services. This results in school districts in higher-income areas being the only districts able to provide appropriate gifted opportunities and services.
The majority of educators are white females who do not see the gifts or talents of the Black and Latino students . This results in a lack of referrals for screening, services, and placement
The U.S. Department of Education does not gather information about expenditures for gifted students. Thus, district educators and leaders are not held accountable
This institutionalized racism has a major effect on STEM and other career placement.
When students are denied access to advanced high school courses and programs students are then denied access to elite colleges, universities, and STEM majors. This then prevents access to certain industries and career opportunities. It is clear that substantive changes at the local level must occur.

Continued exposure to negative stereotypes and beliefs

Lack of presumed competency
Stereotypes based on language and social skills

High levels of traumatization

PTSD (Post Traumatic Stress Disorder)

Ongoing re-experiencing of racism
Ongoing re-experiencing the effects of PTSlaver²
Resulting in impaired ability to capitalize on their knowledge and learning

Violence

Students with disabilities (served by IDEA) represent 12% of students with 58% of those placed in seclusion or involuntary confinement. 75% of those placed in seclusion or involuntary confinement were physically restrained at school
Black students represent 19% of students with disabilities (served by IDEA) but represent 36% of students restrained at school.

The school to prison pipeline exists due to the educational institutional practices of:

Zero tolerance—criminalizing minor infractions of school rules.

Black students represent 27% of those referred to law enforcement.
Black students represent 31% of those subject to school arrests.
70% of those involved in school arrests are Black or Latino and the majority is for zero tolerance policies.

Use of police in schools (school resource officers) vs the use of behavior specialist, as related service providers.
Use of criminal justice disciplinary policies in schools vs. research based behavioral interventions.
Use of mass incarceration vs. restorative justice practices.

The US is 5% of the world population and has 25% of the world’s prisoners.
Black and brown persons represent 60% of the prison population yet only 29% of our population.
Mass incarcerations contribute to the disintegration of family structure.

85 % of juveniles who interface with the juvenile court system are functionally illiterate.
60% of all prison inmates are functionally illiterate.
2/3 of students who cannot read proficiently by the end of 4th grade will end up in jail or on welfare.
Illiterate girls in poverty are 6 times more likely to have children out of wedlock than their reading peers.
If not reading proficiently by the 4th grade there is a 78% chance that they will not catch up with their peers.
Penal institution records show that only 16% of inmates return to prison if they receive literacy help, as opposed to a 70% return if they receive no help.
The Department of Justice states, "The link between academic failure and delinquency, violence, and crime is welded in reading failure.”
Over 70% of inmates in prison cannot read above a fourth grade level.

Use of exclusionary discipline policies

Research shows that suspensions lead to expulsions.
5% of white students are suspended yet 16% of black students are suspended.
Dropping out of school results in 8x higher incidence of incarceration.
90% of welfare recipients are high school dropouts.
Blacks are 3.5 times more likely to be suspended than whites.
Black and Latino students are 2 times more likely to not graduate than white students.
50% of all males in state and federal prison do not have a high school diploma.
One out of four black or brown boys—and nearly one in five black or brown girls with disabilities (served by IDEA)—receives an out of school suspension.

“Disciplinary issues are most likely to occur when students are ignored or not provided services they need, leading to measures that deprive them of appropriate preparation for life.”

50 % of students with LD were suspended or expelled from school
45% of students with Learning Disabilities are reported to have been bullied at school.

Survival mode existence—a lack of basic needs being met

Poverty
Nutrition—being hungry
Safety—being scared
Black Latino and Native American students are also suspended and expelled at disproportionate rates.
School discipline of minority students at the pre-K level, as young as four years old, face unequal treatment from school administrators.
Black students account for 18% of the country’s pre-K enrollment but make up 48% of preschoolers with multiple out-of-school suspensions.
Black students are expelled at three times the rate of white students.
American Indian and Native-Alaskan students represent less than 1% of students, but 3% of expulsions.
Black girls were suspended at higher rates than all other girls and most boys.
American Indian and Native-Alaskan girls were suspended at higher rates than white boys or girls.
Nearly one in four black or Native American boys with disabilities received an out-of-school suspension.
One in five girls of color with disabilities received an out-of-school suspension.

Access to—education, inequity in opportunities

Black, Latino and Native American students have less access to advanced math and science courses
One quarter of the schools with the highest percentage of black and Latino students did not offer Algebra II and a third of them did not offer chemistry.
Less than half of American Indian and Native-Alaskan high school students had access to the full range of math and science courses, which consists of Algebra I, Geometry, Algebra II, calculus, biology, chemistry and physics.
Black and Latino students accounted for 40% of enrollment at schools with gifted programs, but only 26% of these students where in the gifted programs.
Black, Latino and Native American students are more likely to be taught by first-year or unqualified instructors than white students.
Black, Latino and Native American students attended schools with higher concentrations of first-year teachers (3 to 4 percent) than white students (1 percent).
Black students were more than three times as likely and Latino students were twice as likely to attend schools where fewer than 60 percent of teachers meet all state certification and licensure requirements.
Availability of—mental health care
Poor self esteem

Isolation and oppression socially, politically, economically, and psychologically

Learned helplessness and motivational oppression
Lack of validation
Dismissive attitudes or denial of real cultural and community issues and unmet needs
Lack of empowerment and self-determination that directly influences cause and effect
Degradation, lack of respect and stigmatization or acknowledgement of the person and their process

We all know that thoughts shape behaviors, and that our potential is heavily influenced by our history, community, family, culture and personal experiences. If we are to positively influence a student’s ability to meaningfully access their educational opportunities, education advocates must address the cultural needs of each individual and identify their unique educational needs.
Minority populations have been misled and mis-educated into believing that they are a minority that cannot succeed.³. This myth has resulted in the lack of self-determination and control of their educational processes and outcomes. Minority individuals and communities need to be supported in advocating for themselves so that they can work together and succeed in academics, and business. Individuals can change themselves, but as a community we can change the culture of success.

1-“Melanic is a term created, by Dr. Ayo Maria Gooden, Ph.D., ABPBC, LLC, Licensed Psychologist and Board Certified African Centered/Black Psychologist, to more accurately refer to people of many colors (Blacks, Native Americans, Indigenous People, Latinos, Hispanics, and Asians) and their unique ethnic, cultural, and personal perspectives.”

(http://www.doctorayo.com)

(http://www.ccmcaucus.com/Melanic-defined.html)

2 - Many of our students are actually experiencing PTSD vs. the more stigmatizing mental health disorder labels used to describe their behaviors or lack of motivation. They have the ongoing re-experiencing of racism or PTSlaveryD that impairs their “ability to capitalize on their own knowledge, information and learning clearly, coherently and independently on behalf of their own personal development; as well as that of their family and community.” Our institutional infrastructures continue to exploit the poor for economic gain through mis-education, poor living environments, unhealthy eating habits, perpetuation of a lack of self-history, which leads to self-hate. This results in poor mental, physical and financial health and lack of skills to prosper in our society at large.(http://osirisinstitute.com/PTSD_Manuscript.pdf)

3- US Minority populations make up 90% of the world population and the “they cannot succeed belief” was historically designed to maintain their submission throughout colonization, slavery and displacements. It continues today.

SOURCES:

External Links - Retrieved June 12, 2017, from: 14-Disturbing-Stats-About-Racial-Inequality;

https://www.thenation.com/article/14-disturbing-stats-about-racial-inequality-american-public-schools/

A Critical Examination of Anti-Racist Education; Alliance for Equity in Higher Education;

American College Personnel Association Standing Committee for Multicultural Affairs;

Anti-Defamation League Curriculum Connections;

Begin to Read - Literacy Statistics

CCMC Community Advocacy Center Support Drive

http://www.ccmcaucus.com/community-advocacy-center.html

Chicago Policy Review - Discipline and Punishment: How School Suspensions Impact the Likelihood of Juvenile Arrest

http://chicagopolicyreview.org/2014/03/26/discipline-and-punishment-how-school-suspensions-impact-the-likelihood-of-juvenile-arrest/

Cumming-McCann, A. (2003). "Multicultural Education Connecting Theory to Practice."

Discipline of Students with Disabilities: A Position Statement, NCD

Don't get Twisted (radio show)

Guidelines for Identifying Bias in Curriculum and Materials;

International Journal of Multicultural Education;

http://www.ijme-journal.org

Korean Association for Multicultural Education (KAME);

http://www.kame.or.kr

Miller, A. (2011). "Seven Ideas for Revitalizing Multicultural Education."

http://www.edutopia.org/blog/multicultural-education-strategy-tips-andrew-miller

Multicultural Education Pavilion;

http://www.edchange.org/multicultural

Multicultural Education Review;

http://kame.or.kr/eng/journal.html

NAACP - Criminal Justice Fact Sheet

http://www.naacp.org/criminal-justice-fact-sheet/

National Association for Multicultural Education (NAME);

http://www.nameorg.org/

National Council On Disability (NCD)

NCLD 2012 survey

Prison Policy Initiative

https://www.prisonpolicy.org/reports/rates.html

Safe School Coalition, The. (2003). "Guidelines for Identifying Bias."

http://www.safeschoolscoalition.org/guidelinesonbias-screen.pdf

State of the Unity Community Summit

http://www.ccmcsummit.org/

Tash.org, Mar 29, 2011,

The Atlantic, American Schools vs. the World 12/3/13

The Challenge for the 21st Century, NCD

The Condition of Education 2011 (NCES 2012-045), Indicator 45.

The Condition of Education 2016 –

The Department of Education’s civil rights survey, which examined all 97,000 public schools, representing 49 million students.

The State of Learning Disabilities: Facts, Trends and Emerging Issues (Third Edition) 2014

The Council on Foreign Relations Task Force report, U.S. Education Reform and National Security

The Melanic Initiative - The Alliance and Partnership Ma'at Institute and CCMC

http://www.iammelanic.com/about-us.html

The Power of Words Curriculum;

http://www.nameorg.org/resources.php

The Shame of the Nation, The Restoration of Apartheid Schooling in America by Jonathan Kozol

Travis Smiley Report - Fact Sheet: How Bad Is the School-to-Prison Pipeline?

http://www.pbs.org/wnet/tavissmiley/tsr/education-under-arrest/school-to-prison-pipeline-fact-sheet/

U.S. Department of Education Office for Civil Rights - Civil Rights Data Collection: Data Snapshot

(School Discipline)

U.S. Department of Education, National Center for Education Statistics. (2012).

UCONN TODAY (The Civil Rights Act of 1964 Revisited);

http://today.uconn.edu/blog/2014/07/the-civil-rights-act-of-1964-revisited/

West Virginia Board of Education (2006). "Multicultural Education in 21st Century Schools."

http://wvconnections.k12.wv.us/multiculturaled.html

150 Congressional Record s.5351 5/12/04 TABLES32ND/AR 1-1.htm, GAO Report 03-897-2003

2010 GFK Roper Study on Public Attitudes About Children With Learning Disabilities

2010 U.S. Census

2012 American Association of School Administrators AASA