Exploring Disproportionate Discipline for Latinx Students with and without Disabilities: A National Analysis
| Title: | Exploring Disproportionate Discipline for Latinx Students with and without Disabilities: A National Analysis |
|---|---|
| Language: | English |
| Authors: | Gage, Nicholas A. (ORCID |
| Source: | Behavioral Disorders. Nov 2021 47(1):3-13. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Contract Number: | H325D160019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Disproportionate Representation, Discipline, Hispanic American Students, Students with Disabilities, Suspension, Expulsion, National Surveys, Public Schools, Elementary Secondary Education, Data Analysis |
| DOI: | 10.1177/0198742920961356 |
| ISSN: | 0198-7429 2163-5307 |
| Abstract: | The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education's Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1313783 |
| Database: | ERIC |
| ISSN: | 0198-7429 2163-5307 |
|---|---|
| DOI: | 10.1177/0198742920961356 |
| Published in: | Behavioral Disorders |
| Language: | English |