Document Type
Article
Publication Date
7-24-2016
Keywords
School Discipline, Exclusionary Discipline, Disproportionalities, Race, Socioeconomic Status, School Climate
Abstract
There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the US Department of Education’s Office for Civil Rights, Black students represent 15% of students, but 44% of students suspended more than once, and 36% of expelled students. This analysis uses seven years of individual infraction-level data from public schools in Arkansas. We examine whether disproportionalities exist within schools, or are instead, a function of the type of school attended. We find that marginalized students are more likely to receive exclusionary discipline, even after controlling for the nature and number of disciplinary referrals, but that most of the differences occur across schools rather than within schools.
Series Title
EDRE Working Paper
Series Number
2016-14
Citation
Anderson, K., & Ritter, G. W. (2016). Disparate Use of Exclusionary Discipline: Evidence on Inequities in School Discipline from a U.S. State. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/26
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Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons