The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline

Girvan, Erik J.; Gion, Cody; McIntosh, Kent; Smolkowski, Keith

doi:10.2139/ssrn.2796646

Cited by 26 publications

(38 citation statements)

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“…Common metrics of K‐12 students’ school performance include behavioral data such as office discipline referrals (ODRs) and student absences and academic data such as standardized academic assessments. ODRs and high student absences have been supported as possible early indicators of student difficulties in academic and social–emotional skills (Barrington & Hendricks, ; Epstein & Sheldon, ; Girvan, Gion, McIntosh, & Smolkowski, ; Irvin, Tobin, Sprague, Sugai, & Vincent, ). Within the classroom setting teachers’ judgments or perceptions of students’ academic and behavioral performance are often collected through the use of rating scales, rubrics, and grades.…”

Section: St Century Skills and The Hbrs: Briefmentioning

confidence: 99%

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance

Woods-Groves

Choi

2017

Psychology in the Schools

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This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers' ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers' ratings of students' persistence and cognition behaviors were significantly associated with students' academic performance. Teachers' persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers' externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students' 21st century skills with kindergarteners. K E Y W O R D S21st Century skills, curiosity, HBRS: brief, persistence Kindergarteners are commonly described as exhibiting a thirst for knowledge, a readiness to learn, and as being naturally inquisitive and curious about their environment. Although the term 21st century skills incorporates a diverse variety of domains and skills, there is a consensus that 21st century skills include the critical areas of persistence (e.g., task engagement, sustained attention), curiosity (e.g., exploration, investigation), social-emotional behavior (e.g., affective and interpersonal skills), and critical thinking (e.g., problem solving) behaviors (). For over a decade federal and state educational agencies have recommended that kindergarten standards incorporate a multifaceted approach that addresses 21st century core readiness skills such as curiosity, persistence, critical thinking, and social-emotional behaviors (U.S.

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Section: St Century Skills and The Hbrs: Briefmentioning

confidence: 99%

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance

Woods-Groves

Choi

2017

Psychology in the Schools

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“…For example, students from racial and ethnic minoritized groups are more likely to be disciplined for subjective behavior infractions such as disruptive behavior, disrespect, and defiance compared with their White counterparts. In a review of national ODR data (Girvan et al, 2017), most of the variance in racial discipline was disproportionality from subjective ODRs (i.e., which require judgment from the teacher) rather than objective ODRs (i.e., violation of previously stated rules). In some instances, subjective ODRs explained as much as three times the variance in discipline disproportionality.…”

Section: Implicit Bias and Discipline Disparitiesmentioning

confidence: 99%

“…The vulnerable decision point (VDP) model identifies situations that predispose educators to engage in biased decision-making about student discipline. According to this model, discriminatory behavior is a function of the interaction between features of a situation and an individual’s explicit and implicit bias (Girvan et al, 2017). VDPs are contextual events or elements that increase the likelihood of implicit bias affecting decision-making.…”

Section: Implicit Bias and Discipline Disparitiesmentioning

confidence: 99%

School Pathways to the Juvenile Justice System

Hughes

Raines

Malone

2020

Policy Insights from the Behavioral and Brain Sciences

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School policies have increasingly criminalized students for common developmentally appropriate behaviors, such as talking back, public displays of affection, or repeated tardiness. Although their behaviors are no more problematic than their peers, children of color and children of color with disabilities are punished at higher rates. The increasing number of police in schools has also increased the number of arrests. In some cities, schools are the primary referral source to juvenile court. The literature on implicit bias, decision-making, and discipline disparities suggests new policy approaches: Evidence-based measures can disrupt these pathways to the justice system. A range of solutions could fortify efforts to protect all students and promote positive school climate.

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“…There have been a number of potential mechanisms suggested to explain the disparities, including poverty, high rates of disruptive behavior among black students and students with disabilities, and racial stereotyping via implicit bias (Skiba et al, 2011). Poverty and higher rates of disruptive behavior have been consistently found to be unsubstantiated (Girvan et al, 2017), leaving subjective racial discrimination as the probable cause of much disproportionality.…”

Section: Disproportionate Use Of Corporal Punishmentmentioning

confidence: 99%

Disproportionate Corporal Punishment of Students With Disabilities and Black and Hispanic Students

MacSuga-Gage

Gage

Katsiyannis

et al. 2020

Journal of Disability Policy Studies

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Maintaining a safe and orderly school environment is challenging. In response, some schools resort to aversive punishments, including corporal punishment. Limited research has examined whether or not corporal punishment is disproportionately administered to certain students, particularly students with disabilities and black and Hispanic students. Therefore, we leveraged the most recent U.S. Department of Education’s Office of Civil Rights data from the 2015–2016 school-year to evaluate disproportionate corporal punishment. We restricted the data to schools that reported at least 10 corporal punishment incidents and calculated risk ratios comparing students with disabilities to students without disabilities, and black and Hispanic students to white student. Then we estimated a series of robust variance estimation metaregression models and found evidence of statistically significant disproportionate corporal punishment administered to students with disabilities and black students. The largest risk ratio was for students with disabilities, indicating that they are much more likely to receive corporal punishment.

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The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline

Cited by 26 publications

References 0 publications

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance

School Pathways to the Juvenile Justice System

Disproportionate Corporal Punishment of Students With Disabilities and Black and Hispanic Students

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