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Parsing Disciplinary Disproportionality: Contributions of Behavior, Student, and School Characteristics to Suspension and Expulsion

April 18, 2012 Comments off
Source:  American Educational Research Association

It has been widely documented that the characteristics of behavior, students, and schools all make a contribution to school discipline outcomes. The purpose of this study is to report on a multilevel examination of variables at these three levels to identify the relative contributions of type of behavior, student demographic variables, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Results indicated that variables at all three levels made a contribution to the odds of being suspended or expelled. Type of behavior and previous incidents at the behavioral level; race, gender and to a certain extent SES at the individual level; and school enrollment, percent Black enrollment, and principal perspectives on discipline at the school level all made a contribution to the probability of out-of-school suspension or expulsion. For racial disparities in discipline, however, school level variables, including principal perspective on discipline, appear to be stronger predictors of disproportionality in suspension and expulsion than either behavioral or individual characteristics.

Categories: American Educational Research Association, education, K-12, social and cultural issues
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