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The purpose of this paper is to present a brief exploration of the disproportional representation of African American students in special education with a focus on addressing racial bias in the identification process at the school level.

This inquiry was conducted through a literature search of data and extant literature on school-level remedies to disproportional representation, particularly bias in the process of special education identification.

While racial bias in any process remains difficult to expose, it cannot be eliminated as a contributing factor in the disproportional representation of African American students in special education. This review will acquaint the reader with competing explanations and proposed remedies.

Critics have proposed that the disproportional representation of African American students in special education and in discipline statistics has become a way to segregate minority students, therefore an exploration of this practice merits concern.

The paper aims to examine the issue of potential disproportionality and racial profiling in s.163 traffic stops under the Road Traffic Act 1988, in light of recent media attention and referral of cases to the Independent Office for Police Conduct.

The paper reviews the law, procedural use and reports of racial profiling in s.163 traffic stops within a context of research which presents a history of disproportionate use of police tactics against ethnic minorities and black people in particular. An international perspective is evaluated as a potential framework for analysing the role of ethnicity in traffic stops in England and Wales.

There is an absence of systematically recorded data on s.163 stops. There are also significant contextual differences between traffic and street stop searches. For these reasons, doubt is cast over the legitimacy of institutionalised racism generalisations and arguments are presented against the extrapolation from street stop searches to s.163 traffic stops.

Implications for future research which take operational procedures and priorities into account, along with the realities of the context in which s.163 stops occur, are discussed. Importantly, the role of ethnicity may only become apparent after a traffic stop has been executed, and hence research is required into how ethnicity may mediate the interaction between police officer and driver.

Implications for the implementation of a national procedural requirement to record s.163 stops and the collection of evidence of racial profiling are highlighted.

This paper highlights practical implications for future policy, leadership and police culture considerations.

No person in the United States shall, on the grounds or race, color, or national origin, be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal assistance. No otherwise qualified individual with disabilities in the United States shall, solely by reason of his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (U.S. Department of Education, 2001).

This introduction chapter provides context to the ubiquitous nature of school discipline disproportionality, which has morphed into what is now commonly known as school-to-prison pipeline (STPP). A sample of major studies on school discipline research is presented to highlight the breadth and depth of the impact of discipline disparity on racially, culturally, and linguistically diverse students, low-income students, and students with disabilities. We also address how the interaction between implicit or explicit racism and discipline policies and practices exacerbates STPP. We acknowledge the efforts made by school systems to reverse the STPP trend through interventions such as restorative justice and positive behavioral intervention and support (PBIS). We posit that principals and teachers are critical agents in reforming the pervasive STPP trajectory. Finally, this chapter provides a synopsis of the rest of the chapters contained in this book.

William R. Freudenburg conceived “the double diversion” as the simultaneous process of diverting environmental resources or rights shared by all to a small group of social actors, which was made possible by a second diversion – the acceptance of the taken-for-granted assumption that environmental harms benefit the common good. In doing so, Freudenburg was among the first to note the importance of looking at not only the distribution of environmental harms but also environmental privileges. In this chapter, we extend the conceptualization of the double diversion to include an instance where rather than framing environmental harm as being a public good, environmental action is framed as benefiting the public writ large, while larger issues of environmental injustice are ignored. In particular, we look at the disproportionate distribution of the urban tree canopy in Worcester, Massachusetts, and the framing of the mitigation of the environmental threat of the Asian Longhorned Beetle as a problem for the commons. Through an analysis of media, we demonstrate that organizations and social actors who have tried to address the effects of this particular ecological threat have nonetheless ignored previous disproportionalities in the environment–society relationship.

This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.

The purpose of this paper is to propose a framework to detect adverse drug reactions (ADRs) using internet user search data, so that ADR events can be identified early. Empirical investigation of Avandia, a type II diabetes treatment, is conducted to illustrate how to implement the proposed framework.

Typical ADR identification measures and time series processing techniques are used in the proposed framework. Google Trends Data are employed to represent user searches. The baseline model is a disproportionality analysis using official drug reaction reporting data from the US Food and Drug Administration’s Adverse Event Reporting System.

Results show that Google Trends series of Avandia side effects search reveal a significant early warning signal for the side effect emergence of Avandia. The proposed approach of using user search data to detect ADRs is proved to have a longer leading time than traditional drug reaction discovery methods. Three more drugs with known adverse reactions are investigated using the selected approach, and two are successfully identified.

Validation of Google Trends data’s representativeness of user search is yet to be explored. In future research, user search in other search engines and in healthcare web forums can be incorporated to obtain a more comprehensive ADR early warning mechanism.

Using internet data in drug safety management with a proper early warning mechanism may serve as an earlier signal than traditional drug adverse reaction. This has great potential in public health emergency management.

The research work proposes a novel framework of using user search data in ADR identification. User search is a voluntary drug adverse reaction exploration behavior. Furthermore, user search data series are more concise and accurate than text mining in forums. The proposed methods as well as the empirical results will shed some light on incorporating user search data as a new source in pharmacovigilance.

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

Concern about the use of zero-tolerance policies for discipline has led to a search for alternatives such as training in early-warning signs of aggressive behavior and strategies for effective classroom management in schools. This chapter examines the effectiveness of the provision of alternatives to out-of-school suspensions (OSS) in reducing the use of exclusionary discipline for minor misbehavior and the school characteristics associated with these provisions.

This analysis uses the 2008 panel from the National School Survey on Crime and Safety to explore this question for approximately 1,000 high schools. The analysis is a probit regression analysis to examine the association between the provision of alternatives to OSS, school characteristics, and the use of OSS for low-level suspensions. This analytic approach provides wide generalizability for the findings, though it does also limit an ability to identify individual school- or student-level effects.

Findings based on probit regression analysis suggest that structural characteristics of schools – beyond student characteristics – are only somewhat related to variation in the use of OSS for low-level infractions and, on average, the availability of alternatives to OSS do not strongly decrease the frequency of OSS for lower-level infractions. These findings are important in the current era of discipline policy scrutiny where schools and policy-makers are searching for alternatives to traditional suspension practices in a limited empirical evidence base.

While these alternatives hold great promise, little is known about their effectiveness in addressing behavior problems and/or reducing OSS. More importantly, even less is known about the characteristics of schools likely to enact alternatives.