Conditions of Education in California, 1989

This report examines the pervasive racial disparities in California's school discipline system, with a focus on the disproportionate suspension and expulsion of Black students, particularly Black males. Drawing from 1980s statewide data and court cases such as Larry P. and Watson v. Stockton, it documents patterns of overrepresentation in both special education placements and disciplinary actions. The report highlights how systemic bias—embedded in subjective referral categories like "willful defiance"—has led to significant exclusion of Black students from mainstream classrooms, perpetuating educational inequity. Legal challenges to these practices underscore the role of litigation in compelling school systems to account for discriminatory policies.

The analysis also details how discipline referrals, especially those based on behavioral judgments, often serve as gateways to segregated special education tracks. Black students are more likely to be assigned to non-integrated settings under labels such as "seriously emotionally disturbed," which lack objective diagnostic consistency and correlate with racial stereotyping. The report notes that these designations often lead to long-term educational marginalization, with limited academic rigor and minimal opportunity for reintegration into general education. It critiques the lack of due process in disciplinary and placement procedures, pointing to systemic failures in ensuring educational rights for students of color.

To address these inequities, the report advocates for increased state oversight, standardized criteria for disciplinary actions, and data transparency. It calls for reforms in teacher training and the implementation of culturally responsive interventions. The report also emphasizes the need for alternatives to exclusionary discipline, such as positive behavioral supports and restorative practices, to reduce racial disparities and promote inclusive schooling. Overall, it serves as an urgent call to dismantle policies and practices that institutionalize racism in California’s public education system.

This is the fifth edition of Conditions of Education in California. Over time, the content and format have changed in keeping with suggestions made by readers. The publication is based upon compilations and syntheses of information collected by other agencies and individuals. These sources are noted throughout the text. We wish here to express our appreciation to these others upon whose efforts we depend so heavily. Also, PACE undertakes a substantial amount of original data collection and analysis. We make specific mention of this throughout the text.