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This study examined the extent to which disparities in Black and White students' risks of receiving office discipline referrals (ODRs), and out-of-school suspensions (OSSs) were related to differences in implicit and explicit racial biases assessed at the community level. The sample consisted of discipline records for 1,354,010 students enrolled in 2,100 U.S. schools in 183 communities distributed across the United States. Analyses estimated and compared the contributions of average implicit and explicit racial biases in schools' localities to school-level disproportionality in ODRs, OSSs, and OSSs controlling for disproportionality in ODRs. Results showed that community-level racial biases were related to racial disparities in ODRs and OSSs in schools, with some important differences by type of discipline decision. Impact Statement This study provides evidence that community-level explicit and implicit racial biases are associated with school-level racial disproportionality. Results indicate that a significant proportion of racial disproportionality may result from the effects of bias on the decision to issue an office discipline referral, as opposed to the decision tosuspend a student, indicating that a focus on classroom systems has the strongest potential to increase equity in school discipline. Supplemental data for this article can be accessed online at https://doi.org/10.1080/2372966X.2020.1838232

Racial disparities in rates of exclusionary school discipline are well documented and seemingly intractable. However, emerging theories on implicit bias show promise in identifying effective interventions. In this study, we used school discipline data from 1,666 elementary schools and 483,686 office discipline referrals to identify specific situations in which disproportionality was more likely. Results were largely consistent with our theoretical model, indicating increased racial and gender disproportionality for subjectively defined behaviors, in classrooms, and for incidents classified as more severe. The time of day also substantially affected disproportionality. These findings can be used to pinpoint specific student–teacher interactions for intervention.

One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports but no meaningful change in disciplinary equity or equity goal setting.

In a changing environment, learning and memory are essential for an animal's survival and reproduction. The role played by the environment in shaping learning and memory is now attracting considerable attention. Until now, studies have tended to compare the behaviour of two, or at best a few species but interspecific comparisons can be misleading as many life history variables other than environment may differ between species. Here we report on an experiment designed to determine how learning varies between different populations of the same species, the three–spined stickleback. We found differences between the populations in their ability to solve a spatial task and also in the spatial strategies they used. A second simple learning task showed that these differences were not the result of gross differences in learning ability or adaptation to laboratory conditions. We discuss these results and suggest that the behavioural differences may relate to features of the respective habitats from which the fish were sampled.

OBJECTIVE: To assess the effect of different doses of gabapentin (GBP) on cognitive function in treated epileptic patients. METHODS: Twenty seven patients with refractory partial seizures commenced a double blind, dose ranging, placebo controlled, crossover study of adjuvant GBP. Each treatment phase lasted three months, during which the dose of GBP or matched placebo was increased stepwise at intervals of four weeks (1200 mg/day, 1800 mg/day, and 2400 mg/day in three daily doses). Psychomotor and memory testing was carried out at the end of each four week period, at which time the patient also completed subjective measures of cognition, fatigue, worry, temper, and dysphoria. A visual analogue scale was used to assess drowsiness and a questionnaire was employed to gauge the severity of side effects. RESULTS: In the 21 patients completing the study, GBP produced a significant reduction in median monthly seizure frequency from 7 to 4.3 (P = 0.02), the decrease being most pronounced for secondarily generalised seizures (from 1.0 to 0.3, P = 0.01). Forty three per cent of patients reported a reduction in seizure frequency of at least 50% throughout all GBP doses. Mean (SD) plasma concentrations of GBP at 1200, 1800, and 2400 mg/day were 4.7 (2.6), 6.8 (3.8), and 8.6 (3.3) mg/l respectively. The drug had no effect on composite psychomotor and memory scores; nor was there alteration in any self assessment subscore. The mean drowsiness (P = 0.03) score was higher during treatment with 2400 mg GBP daily compared with matched placebo. Composite psychomotor (r = -0.47, P < 0.01), tiredness (r = 0.42, P < 0.01), and side effect (r = 0.61, P < 0.001) scores correlated significantly with seizure frequency but not with GBP dose. CONCLUSION: GBP is a well tolerated and effective antiepileptic drug which had no measurable effect on cognition but did produce sedation at the highest dose. This study also supports the suggestion that seizures can cause cognitive impairment.

To support the argument, I draw on the example and experience of the Individuals with Disabilities Education Act (IDEA). Since 2004, the IDEA has required states to use a problem-solving approach to identify and address \"significant disproportionality\" in discipline outcomes of students with disabilities based on their race.10 The basic framework of the IDEA can serve as an example for implementation of a broader problemsolving approach for anti-discrimination law. [...]building on research on measures of and approaches for resolving racial disparities in discipline, I propose an alternative approach. [...]informed by the IDEA'S experience, Part V presents an alternative method for identifying significant disproportionality and evaluating the efficacy of interventions, a method that also addresses the legal and methodological issues faced by the IDEA. II.An Overview of Racial Dispariţies in Exclusionary School Disc ipline A. Aggregate Disparities Black students experience school discipline at much higher rates than white students.11 The most comprehensive records of racial disparities in exclusionary discipline (e.g., suspensions and expulsions) come from the Office of Civil Rights (OCR) in the United States Department of Education (DOE).12 In order to fulfill its obligations to enforce various federal anti-discrimination laws,13 the OCR surveys primary and secondary schools every other year about, among other topics related to educational outcomes, the rates at which students from various groups are disciplined.14 The results of recent surveys, compiled in the publicly available Civil Rights Data Collection (CRDC), are comprehensive, with response rates over the last decade approaching 100% о fall public schools in the United States.15 The data shows that, in the 2013-14 school year, about 16% of students enrolled in public schools were black.16 Black students, however, received approximately 32% of all in-school suspensions, 39% of all out-ofschool suspensions, and 30% of all expulsions.17 Ultimately, just 4% of white students were suspended at least once compared to approximately 14% of black students.18 While racial equality is often presumed to have improved in the United States from the 1960s and 1970s to today, racial disproportionality in exclusionary school discipline has actually gotten substantially worse over that period of time.

AbstractTo investigate the mechanisms underlying preferred spatial information use in Three-spined sticklebacks we reared fish derived from contrasting habitats (pond and river populations) under a range of conditions. The rearing conditions were designed to determine whether the spatial information used by sticklebacks is population specific, whether it is learned or whether it is produced by an interaction between these two factors. Fish reared under different conditions were trained to solve two experimental tasks to determine what spatial information they preferred to use. The results indicate that the fish learned spatial cues relevant to the environment that they were raised in but there was also evidence of a gene by environment interaction that influenced which spatial cues were learned.