What is the impact of systematic reforms and their resulting practices
on racial disproportionality in the child welfare system?
Not exact matches
addressed to U.S. Secretary of Education, Betsy DeVos, requesting that the U.S. Department of Education stay
on track to implement new data tracking rules that would standardize how states identify school districts with «significant
disproportionality,» or high rates of students from particular
racial or ethnic groups that are placed in restrictive settings or are subject to discipline.
No matter a teaching staff's
racial, ethnic, gender, or socioeconomic status, culturally responsive teacher training is crucial for schools addressing
disproportionality, says David Kirkland, executive director of the NYU Metropolitan Center for Research
on Equity and the Transformation of Schools.
The Leadership Conference
on Civil and Human Rights, A + Colorado, and 111 other organizations signed a letter addressed to U.S. Secretary of Education, Betsy DeVos, requesting that the U.S. Department of Education stay
on track to implement new data tracking rules that would standardize how states identify school districts with «significant
disproportionality,» or high rates of students from particular
racial or ethnic groups that are placed in restrictive settings or are subject to discipline.
The final set of questions for respondents relative to
racial disproportionality focused
on federal laws and their impact
on children of color (e.g. Multi-Ethnic Placement Act, Adoption and Safe Families Act).
Guidance for Child Welfare Administrators
on Achieving
Racial Equity Policy for Results, Center for the Study of Social Policy Provides guidance for child welfare administrators for finding the causes of
disproportionality and developing policies
on how to measure and improve preventive services, entries into care, placement type, length of stay, and permanency for children and families of color.