Disparate Use of Exclusionary Discipline: Evidence on Inequities in School Discipline from a U.S. State

48 Pages Posted: 14 Sep 2016

See all articles by Kaitlin Anderson

Kaitlin Anderson

Michigan State University

Gary Ritter

Saint Louis University School of Education

Date Written: July 24, 2016

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.

Keywords: School Discipline, Exclusionary Discipline, Disproportionalities, Race, Socioeconomic Status, School Climate

Suggested Citation

Anderson, Kaitlin and Ritter, Gary, Disparate Use of Exclusionary Discipline: Evidence on Inequities in School Discipline from a U.S. State (July 24, 2016). EDRE Working Paper No. 2016-14. Available at SSRN: https://ssrn.com/abstract=2838464

Kaitlin Anderson (Contact Author)

Michigan State University ( email )

201H Erickson Hall
620 Farm Lane
East Lansing, MI 48933
United States

Gary Ritter

Saint Louis University School of Education ( email )

220 North Grand Boulevard
St. Louis, MO 63103
United States
314-977-3290 (Phone)

HOME PAGE: http://https://www.slu.edu/education/faculty/gary-ritter.php

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