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Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion

Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School... In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status at the individual level; and, at the school level, mean school achievement, percentage Black enrollment, and principal perspectives all contributed to the probability of out-of-school suspension or expulsion. For racial disparities, however, school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. Such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion

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References (107)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831214541670
Publisher site
See Article on Publisher Site

Abstract

In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status at the individual level; and, at the school level, mean school achievement, percentage Black enrollment, and principal perspectives all contributed to the probability of out-of-school suspension or expulsion. For racial disparities, however, school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. Such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions.

Journal

American Educational Research JournalSAGE

Published: Aug 1, 2014

Keywords: disciplinary disparities,disproportionality,expulsion,out-of-school suspension,school discipline

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