Is California Doing Enough to Close the School Discipline Gap?
By Daniel J. Losen and Paul Martinez
June 22, 2020
Is California Doing Enough
to Close the School Discipline Gap?
Daniel J. Losen @losendan
Paul Martinez @CRPatUCLA
About the Authors
Daniel J. Losen, JF, MEd, is director of the Center for Civil Rights Remedies, an initiative at the UCLA Civil Rights Project/Proyecto Derechos Civiles. He has worked at the Civil Rights Project since 1999, when it was affiliated with Harvard Law School, where he was a lecturer on law. Losen’s work concerns the impact of law and policy on children of color and language minority students, including the reauthorization of the Elementary and Secondary Education Act, with a focus on promoting diversity, access to effective teachers, and improving graduation rate accountability; the IDEA and racial inequity in special education; school discipline and revealing and redressing the “school-to-prison pipeline”; and protecting English learners’ right to equal educational opportunity. On these and related topics, Losen conducts law and policy research, has published books, reports, and articles, and works closely with federal and state legislators to inform legislative initiatives. Both for The Civil Rights Project and independently, he provides guidance to policymakers, educators, and advocates at the state and district level. Before becoming a lawyer, Losen taught in public schools for ten years, and was a founder of an alternative public school.
Paul Martinez is a research associate at The Center for Civil Rights Remedies at the UCLA Civil Rights Project. Martinez’s role focuses on understanding and providing solutions to disparities in school discipline, achievement, and graduation rates at the district, state, and national levels. He collaborates enthusiastically with educators, advocates, and policymakers across the nation, and assists with strategy development for policy change. Martinez was previously a research associate for the Higher Education Research Institute and the Los Angeles Education Research Institute at UCLA. A PhD candidate in sociology at UCLA, his dissertation research uses both quantitative and social network analysis methods to examine race/ethnicity, gender, and class inequities in K-12 and higher education settings. He holds a BA. in sociology from Sonoma State University and an MA. in sociology from UCLA.