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Disproportionality in Disciplinary Action in Public Education

Disproportionality in Disciplinary Action in Public Education. What does the literature say?. Presented by Reyda Taylor, PhD Shore Research, Inc. March 22, 2012. Who are typically overrepresented?. Males African American students

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Disproportionality in Disciplinary Action in Public Education

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  1. Disproportionality in Disciplinary Action in Public Education What does the literature say? Presented by Reyda Taylor, PhD Shore Research, Inc. March 22, 2012

  2. Who are typically overrepresented? Males African American students Latino/Hispanic students (inconsistent findings) Students with learning and emotional disabilities

  3. What are the risks to overrepresented students? Repeated exclusionary disciplinary actions removes students from learning environment weakens the student-school bond can lead to increased risk for: - later delinquency - involvement in the juvenile justice system - dropping out - poorer academic achievement 4. lowered self-esteem/sense of rejection 5. negative community-wide perceptions 6. less opportunity for instruction in prosocial behavior

  4. What theories have tried to explain this? Overrepresented groups have higher rates of inappropriate/disruptive behavior Race and socio-economic status (SES) are related, accounting for the race/overrepresentation relationship statistical artifact of varying definitions Cultural mismatch or racial stereotyping

  5. What does the research say about these theories?

  6. Higher rates of misbehavior: Higher rates of disruptive behavior for males, but no disparities between racial groups SES factor: Disparities remain, even when controlling for low-SES Statistical artifact: Different levels of significance do appear in research comparing different definitions of disproportionality, however, the trends remain the same Cultural mismatch or racial stereotyping: Disparities in types of office referrals and administrative responses suggest that culture is playing a role

  7. What other potential factors emerged in the literature? Classroom management and years of experience teaching The home campus, rather than type of offense, is greater predictor of chance for disciplinary referral

  8. Recommendations in the literature? Develop culturally responsive instructional/classroom management strategies. Train teachers on those strategies. Develop clear definitions of disproportionality. Collect and analyze data at individual schools level. Balance zero tolerance policies and considerations of students’ intentions and misbehavior. Utilize three-tiered intervention and prevention strategies Create whole-school, system-wide solutions

  9. Thank you for your time. Any questions? Contact information: Reyda Taylor, PhD reyda@shoreresearch.net Shore Research 407-967-7184

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