Parsing Disciplinary Disproportionality

Skiba, Russell J.; Chung, Choong-Geun; Trachok, Megan; Baker, Timberly L.; Sheya, Adam; Hughes, Robin L.

doi:10.3102/0002831214541670

Cited by 486 publications

(255 citation statements)

References 69 publications

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“…Thus, these results are consistent with the "racial threat hypothesis" in schools suggested by Welch and Payne (2010). One potential weakness of the Skiba et al (2014) study is the setting and context -the data represent a single year in a single U.S. state that serves relatively few FRL-eligible students (fewer than 40%) and very few Black students (8%). Our current study expands on this work by incorporating seven years of student-level panel data in a state that contains a more diverse population (about 21% Black and about 10% Hispanic).…”

Section: Studies Examining the Drivers Of Racial Discipline Gapssupporting

confidence: 75%

“…Consistent with earlier evidence, we found disproportionate use of exclusionary discipline for Black students, and we also found that these disparities are primarily due to differences in discipline practices across schools, rather than within schools. This result supports the important work of Skiba et al (2014), and builds upon that work by providing analysis of an entire state over seven school years, rather than just one school year.…”

Section: Discussionsupporting

confidence: 60%

“…However, it is still not clear whether in most cases, this disparity is due to students being treated differently in the same school or to the fact that Black students attend systematically different schools where the disciplinary practices are abnormally strict. To date, the most thorough analysis conducted to assess the extent to which non-White students have been more severely punished for similar disciplinary referrals, considering also whether these disparities occur within schools and across schools, has been published by Skiba et al (2014).…”

Section: Studies Examining the Drivers Of Racial Discipline Gapsmentioning

confidence: 99%

“…Next, Skiba et al (2014) used Hierarchical Linear Modeling to predict punishment as a function of infraction type and incorporated a third level to the model by incorporating school characteristics. Using information from all students in the disciplinary database in a single Midwestern state in 2007-08, the authors found that the odds of being suspended or expelled were predictably influenced by the severity of the infraction.…”

Section: Studies Examining the Drivers Of Racial Discipline Gapsmentioning

confidence: 99%

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Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state

Anderson

Ritter

2017

EPAA

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Abstract:There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the U.S. 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 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 rather than within schools. Across the state, black students are about 2.4 times as likely to receive exclusionary discipline (conditional on reported infractions and other student characteristics) whereas within school, this same conditional disparity is not statistically significant. Within schools, the disproportionalities in exclusionary discipline are driven primarily by non-race factors such as free-and reduced-price lunch (FRL) eligibility and special education status. We find, not surprisingly, that schools with larger proportions of non-White students tend to give out longer punishments, regardless of school income levels, measured by FRL rates. Combined, these results appear to indicate multiple tiers of disadvantage: race drives most of the disparities across schools, whereas within schools, FRL or special education status may matter more. Keywords: discipline policy; school discipline; exclusionary discipline; race; disproportionalities Uso desigual del castigo de exclusión: Evidencias sobre las desigualdades en castigo escolar de un estado de los EE.UU. Resumen: Hay mucha discusión en los Estados Unidos sobre el castigo de exclusión (suspensiones y expulsiones) en las escuelas. De acuerdo con un informe de 2014 de la Oficina de Derechos Civiles del Departamento de Educación de los Estados Unidos, los estudiantes negros representan el 15% de los alumnos, pero el 44% de los estudiantes suspendidos más de una vez y el 36% de los estudiantes expulsados. Este análisis utiliza siete años de datos individuales de nivel de infracción de escuelas públicas en Arkansas. Hemos comprobado que los estudiantes marginados tienen más probabilidades de recibir un castigo de exclusión, incluso después de controlar la forma de ser y el número de referencias disciplinarias, pero que la mayoría de las diferencias se producen a través de las escuelas. En todo el estado, los alumnos negros tienen cerca de 2,4 veces más posibilidades de ser propensos a recibir castigo de exclusión (condicional en infracciones relatadas y otras características del alumno), mientras que dentro de la escuela, esta misma disparidad condicional no es significativamente significativa . En las escuelas, las desproporcionalidades en el castigo de exclusión son impulsadas principalmente por factores no raciales, tales como elegibilidad para almuerzo gratis y precio reducido (FRL) y status de educación especial. Hemos ...

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Section: Studies Examining the Drivers Of Racial Discipline Gapssupporting

confidence: 75%

Section: Discussionsupporting

confidence: 60%

Section: Studies Examining the Drivers Of Racial Discipline Gapsmentioning

confidence: 99%

Section: Studies Examining the Drivers Of Racial Discipline Gapsmentioning

confidence: 99%

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Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state

Anderson

Ritter

2017

EPAA

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“…Disruptive student behaviors that result in school suspensions are categorized as level III or IV infractions [1, 2]. Typically, level III or IV infractions involve the display of explosive, aggressive, or maladaptive patterns of behaviors by students that result in physical harm of other students and/or school personnel.…”

Section: Introductionmentioning

confidence: 99%

Culturally congruent mentorship can reduce disruptive behavior among elementary school students: results from a pilot study

Owora

Salaam²,

Leed

et al. 2018

Pilot Feasibility Stud

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BackgroundOur study objective was to examine the feasibility of implementing a culturally congruent mentorship pilot program, Youth-First (YF), that targets behavior modification among elementary school-aged children with disruptive behavior and a history of school suspension. We hypothesize that it is feasible to implement the YF program to reduce disruptive behaviors and recidivism of level III/IV infractions in school settings among at-risk African American students.MethodsWe assessed program feasibility based on the success of program acceptance by parents/guardians, study enrollment, and intervention compliance by students. A pre/posttest study design was used to examine whether the YF program reduced recidivism of disruptive behavior among enrolled at-risk African American elementary school children between September 2016 and January 2017. Generalized linear mixed models examined whether student behavioral scores improved over time and varied by program mentor. A McNemar test examined the reduction in cumulative incidence of level III/IV infractions pre-post YF program intervention.ResultsIntervention acceptance, enrollment, and compliance were 100% (95% confidence interval [CI] 86 to 100%), 100% (95% CI 86 to 100%), and 67% (95% CI 45 to 84%), respectively (N = 24). Overall, student behavioral scores improved and plateaued over time (Time2 effect: b = − 0.01, 95% CI − 0.02, < 0.01); a two-week period was associated with a seven-point improvement (effect size: Cohen’s d = 0.47, 95% CI 0.03, 0.94) in behavioral scores. Behavioral score improvements were class-specific, based on respectfulness behavior (b = 0.11, 95% CI < 0.01, 0.26). No recidivism of level III/IV infractions was reported during and post YF intervention.ConclusionThe integration of culturally congruent mentorship in elementary school-settings is feasible and can reduce risk of disruptive behaviors among at-risk African American students. Future studies should use randomized clinical trials to determine the effectiveness of culturally congruent mentorship interventions (void of potential selection and confounding biases) in reducing disruptive behavior, level III/IV infractions, and school suspensions among at-risk children.

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Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective

Pianta

2016

Developmental Psychopathology

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This chapter reviews theory and empirical evidence linking developmental psychopathology (methods, models, and understandings) with education science, practice, and policy around a particular focus on proximal processes in classrooms related to interactions with teachers. More fully exploiting the intersection of schooling and development remains important for developmental psychopathology precisely because of the role school context dynamics play in shaping the outcome trajectories of children and youth and of the adults who also populate these settings. This intersection is critical for education scientists, practitioners, and policymakers if they hope to fully understand and explain the student outcomes around which most of their efforts are organized. The discussion focuses on the experiences of children and youth in classroom settings and the opportunities they create for development of human capital. Proximal process experiences in schools play a meaningful role in organizing development—aspects of identity, competence, relationships, risk and opportunity all emerge and consolidate in part through experiences in schools. The chapter reviews evidence on the nature, quality, and impact of teacher‐student interactions as they pertain to development and includes new evidence from the study of teacher‐child interaction that reflects developmental psychopathology frameworks for understanding biological mechanisms that intersect with context and experience.

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Parsing Disciplinary Disproportionality

Cited by 486 publications

References 69 publications

Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state

Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state

Culturally congruent mentorship can reduce disruptive behavior among elementary school students: results from a pilot study

Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective

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