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Presents key data that show the continuing educational inequities and opportunity gaps for students of color and low-income students and highlights promising practices that many colleges are taking to advance success for students of all backgrounds.Â
Provides guidance that emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports.
Provides a literature review of research on parental engagement in early grades, examples of models and initiatives to improve engagement, ways states can increase parent engagement, and policy recommendations.
Offers alternative strategies that early childhood programs, schools, and local educational agencies (LEAs) can use in place of aversive practices7 or exclusionary discipline.
Describes schools’ responsibilities under Section 504 to ensure nondiscrimination against students based on disability when imposing student discipline.
appears next to resources produced by NCSSLE.