Partners for Educational Equity Research (PEER)


PEER offers a forum to researchers, technical assistance providers, teacher trainers, school personnel, community leaders, and students who share an interest in and passion for educational equity. PEER members engage in on-going discussions about shared research interests, educational practices, identification of available resources, and securing of funding to advance research, outreach, and practice promoting greater educational equity.  PEER provides opportunities for cross-fertilization of ideas across emphasis areas, methodologies, and delivery approaches as well as networking. 

PEER was created in response to the persistent evidence of inequitable educational outcomes for students from culturally and linguistically diverse (CLD) backgrounds. Inequitable educational outcomes for CLD students, particularly African-American, Latino/a, and American Indian/Alaska Native students have been widely documented in the form of (a) disproportionate over-representation in special education (b) disproportionate over-representation in office referrals, suspensions and expulsions, and (c) disproportionate under-achievement in reading and math. These outcomes underscore the need for focused research, training, and outreach activities to increase our knowledge base of what promotes equitable educational outcomes. 


“PEER currently consists of 25 members, including”

Cesar d’Agord

John Inglish

Charles Martinez 

Heather McClure

Jeffrey Sprague

Claudia Vincent 

Megan Vinh

Adam Wendt 

Current Projects:

Reducing Inappropriate Identification of Culturally and Linguistically Diverse Students for Special Education. Fairway Faculty and Outreach Fund, College of Education, University of Oregon.

Recommended Reading:
 "Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates,", Booth, Eric A.; Marchbanks, Miner P. III; Carmichael, Dottie; and Fabelo, Tony (2012) 
Journal of Applied Research on Children: Informing Policy for Children at Risk: Vol. 3: Iss. 2, Article 6.  Available at:

Tuhiwani Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books Ltd

More Information:
            For more information and to join PEER, please contact Claudia Vincent at, or 541-346-2486.

1265 University of Oregon, Eugene, OR 97403-1265  Tel: (541) 346-3592  FAX: (541) 346-2594   E-mail -
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