![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Disciplinary consequences assigned to all Texas middle school Black and White students (n = 172,551 Grade 6 students; 173,671 Grade 7 students; 175,730 Grade 8 students) for the 2008-2009 school year were analyzed to determine the extent to which statistically significant differences were present between the proportion of Black students and the proportion of White students assigned discipline consequences. Black students received in-school suspension at more than twice the percentage of their representation in the overall student sample population. Similar results were present for out-of-school suspension, with proportionately more Black students being assigned to out-of-school suspension than White students. Although the number of students assigned to disciplinary alternative education program placement was small, Black students were still assigned to this disciplinary consequence at a much higher percentage than were White students. A lack of equity was clearly demonstrated in the overrepresentation of Black middle school students assigned to disciplinary consequences.
References
Section:
|
Adams, C. (2008). What are your expectations? Instructor, 117(4), 26-30. Google Scholar | |
|
Billitteri, T. (2008). Discipline in schools. CQ Researcher, 18(7), 145-168. Google Scholar | |
|
Bone, J. A., Slate, J. R., Martinez-Garcia, C. (2011, August). Relationships of teacher and student diversity in Texas elementary schools: A multi-year, statewide study. Paper presented at the National Council of Professors of Educational Administration, Portland, OR. Google Scholar | |
|
Christle, C., Nelson, C., Jolivette, K. (2007). School characteristics related to the use of suspension. Retrieved from http://www.kysafeschools.org/pdfs-docs/clearpdf/issuesbriefs/EDJJresearch.pdf Google Scholar | |
|
Coalition for Juvenile Justice . (2001). Abandoned in the back row: New lessons in education and delinquency prevention. Washington, DC: Government Printing Office. Google Scholar | |
|
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Google Scholar | |
|
Coleman, J. (1967). The concept of equality of educational opportunity. Retrieved from http://webapp.icpsr.umich.edu/icpsrweb/ICPSR/index.jsp;jsessionid=0961E0630928BIE733CAC2165EC9BFE9 Google Scholar | |
|
Division of Accountability Research, Department of Assessment, Accountability, and Data Quality, Texas Education Agency . (2007, August). Disciplinary alternative education program practices (Report No. 17). Washington, DC: Government Printing Office. Google Scholar | |
|
Ferguson, R. (1998). The Black-White test score gap. Washington, DC: Brookings Institution Press. Google Scholar | |
|
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Fielding, C. (2004). Low performance on high-stakes test drives special education referrals: A Texas survey. The Educational Forum, 68, 126-132. doi:10.1080/ 00131720408984619 Google Scholar | Crossref | |
|
Gordon, R., Piana, L., Keleher, T. (2000). Facing the consequences: An examination of racial discrimination in U.S. public schools (Research Report No. 141). Retrieved from http://www.arc.org/pdf/196apdf.pdf Google Scholar | |
|
Gottfredson, D. (1989). Developing effective organizations to reduce school disorder. In O. C. Moles (Ed.), Strategies to reduce student misbehavior (pp. 87-104). Washington, DC: Office of Educational Research and Improvement. (ED311 60) Google Scholar | |
|
Harry, B., Anderson, M. (1995). The disproportionate placement of African American males in special education programs: A critique of the process. Journal of Negro Education, 63, 602-619. doi:10.2307/2967298 Google Scholar | Crossref | |
|
Irvin, L., Horner, R., Ingram, K., Todd, A., Sugai, G., Sampson, N., Boland, J. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23. doi:10.1177/10983007060080010301 Google Scholar | SAGE Journals | |
|
Jordan, J., Anil, B. (2009). Race, gender, school discipline, and human capital effects. Journal of Agricultural & Applied Economics, 41, 419-429. Google Scholar | Crossref | |
|
Ladson-Billings, G. (2006). From the achievement gap to the educational debt: Understanding achievement in U.S. schools. Educational Researcher, 35(3), 3-12. doi:10.3102/0013189X035007003 Google Scholar | SAGE Journals | |
|
Leventhal, G. (1976). What should be done with equity theory? New approaches to the study of fairness in social relationships. Retrieved from http://www.eric.ed.gov/PDFS/ED142463.pdf Google Scholar | |
|
McNeely, C., Nonnemaker, J., Blum, R. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138-146. doi:10.1111/j.1746-1561.2002tb06533.x Google Scholar | Crossref | Medline | |
|
Monroe, C. (2005a). Understanding the discipline gap through a cultural lens: Implications for the education of African American students. Intercultural Education, 16, 317-330. doi:10.1080/14675980500303795 Google Scholar | Crossref | |
|
Monroe, C. (2005b). Why are “bad boys” always Black? Causes of disproportionality in school discipline and recommendations for change. The Clearing House, 79(1), 45-50. doi:10.3200/TCHS.79.1.45-50 Google Scholar | Crossref | |
|
Morris, E. (2005). “Tuck in that shirt!” Race, class, gender, and discipline in an urban school. Sociological Perspectives, 48(1), 25-48. doi:10.1525/sop.2005.48.1.25 Google Scholar | SAGE Journals | |
|
O’Brien, D. (1998). Family and school effects on the cognitive growth of minority and disadvantaged elementary school students (Working Paper). Dallas: Green Center for the Study of Science and Society, University of Texas at Dallas. Google Scholar | |
|
Pennington, M. (2009, January 17). Re: Characteristics of middle school learners [Web log message]. Retrieved from http://penningtonpublishing.com/blog/reading/characteristics-of-middle-school-learners/ Google Scholar | |
|
Rutter, M., Maughan, B., Mortimore, P., Ouston, J. (1979). Fifteen thousand hours. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Shuford, R. T. (2009). Why affirmative action remains essential in the age of Obama. Campbell Law Review, 31, 503-533. Retrieved from http://law.campbell.edu/lawreview/articles/31-3-503.pdf Google Scholar | |
|
Skiba, R., Peterson, R. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-345. Google Scholar | |
|
Skiba, R., Peterson, R., Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education & Treatment of Children, 20, 295-315. Google Scholar | |
|
Sprague, J., Walker, H., Stieber, S., Simonsen, B., Nishioka, V., Wagner, L. (2001). Exploring the relationship between school discipline referrals and delinquency. Psychology in the Schools, 38, 197-206. doi:10.1002/pits.1010 Google Scholar | Crossref | ISI | |
|
Strayhorn, T. L. (2008). Influences on labor market outcomes of African American college graduates: A national study. Journal of Higher Education, 79, 28-57. Google Scholar | Crossref | ISI | |
|
Texas Appleseed . (2008). Texas school discipline policies: A statistical overview. Retrieved from http://www.texasappleseed.net/pdf/School%20Discipline%20Stat%20Report.doc Google Scholar | |
|
Texas Education Agency Public Education Information Management System . (2010). Public Education Information Management System. Retrieved from http://www.tea.state.tx.us/index4.aspx?id=3012 Google Scholar | |
|
Urban Institute . (1998). Annual report. Retrieved from http://www.urban.org/about/report/upload/98report.pdf Google Scholar | |
|
U.S. Department of Education . (2010, April). OSEP IDEA, part B data dictionary (Grant Award No. H373Y070002). Rockville, MD: Data Accountability Center. Google Scholar | |
|
Wallace, J., Goodkind, S., Wallace, C., Bachman, J. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991-2005. Negro Education Review, 59(1), 47-62. Google Scholar | Medline | |
|
Whitfield, D., Bulach, C. (1996, March). A study of the effectiveness of in-school suspension. Paper presented at the National Dropout Prevention Network Conference, Tampa, FL. Google Scholar | |
|
Witt, H. (2008, September 24). School discipline tougher on Black students. The Chicago Tribune. Retrieved from http://www.chicagotribune.com/services/newspaper/eedition/chi-070924discipline,0,7975055.story Google Scholar |
