Examining Disparities in Student Discipline: Mapping Inequities from Infractions to Consequences

Ritter, Gary W.; Anderson, Kaitlin P.

doi:10.1080/0161956x.2018.1435038

Cited by 31 publications

(20 citation statements)

References 14 publications

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“…Nevertheless, a growing area of concern, regardless of the causation question, is the large body of evidence that such disciplinary practices are employed disproportionately for certain groups of students, such as students of color (Anderson & Ritter, 2017; Anyon et al, 2014; Barrett et al, 2018; Kinsler, 2011; Losen, Hodson, Keith, Morrison, & Belway, 2015; Losen & Skiba, 2010; Ritter & Anderson, 2018; Sartain, Allensworth, & Porter, 2015; Skiba et al, 2011; Skiba et al, 2014; Skiba, Michael, Nardo, & Peterson, 2002; Welch & Payne, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…More recently, Ritter and Anderson (2018) conducted a similar analysis using 7 years of student- and infraction-level data from Arkansas public schools. This work confirmed part of Skiba et al’s (2002) findings that Black students were more likely to be referred for subjective offenses including disorderly conduct, insubordination, and “other” consequences that are reported at a local level but do not fall into a state reporting category.…”

Section: Introductionmentioning

confidence: 99%

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Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

Anderson

Ritter

2018

Educational Policy

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It is well documented that Black students are more likely to receive expulsions and suspensions than their White peers. These disparities are troubling, but researchers and policy makers need more information to fully understand the issue. We use 3 years (2010-2011 through 2012-2013) of state-wide student- and discipline incident-level data to assess whether non-White students are receiving harsher disciplinary consequences than their White peers for similar infractions and with similar behavioral history. We find that Black students received more severe (longer) punishments than their White peers for the same types of infractions, but that these disproportionalities are primarily across rather than within schools.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

Anderson

Ritter

2018

Educational Policy

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“…Black students also experienced policy-related declines in discipline referrals and improvements in test scores. Notably, the benefits are concentrated among students who are generally overrepresented in disciplinary referrals and exclusionary discipline in Arkansas (Anderson & Ritter, 2017; Ritter & Anderson, 2018) and the nation (U.S. Department of Education & U.S. Department of Justice, 2014).…”

Section: Discussionmentioning

confidence: 99%

Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers

Anderson

2019

Educational Administration Quarterly

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Background: Exclusionary discipline (e.g. suspension and expulsion) is associated with lower student achievement, drop-out, and involvement in the juvenile justice system. Recently, states and school districts have begun to restrict exclusionary discipline, but there remains much to be learned about the potential impact on students. Research Design: I use a comparative interrupted time series to estimate whether a state policy prohibiting out-of-school suspension as a consequence for truancy affected student achievement, attendance, truancy, or disciplinary referrals. Findings: After testing a variety of specifications checks, I find evidence of slight increases in attendance, particularly for disadvantaged students, with suggestive evidence of improvements in test scores and reductions in disciplinary referrals for some students. Conclusions: These improvements were quite modest relative to what we might expect from an intuitively appealing policy and were likely influenced by incomplete compliance, particularly in areas serving more students from traditionally disadvantaged backgrounds. Implications for policy design and school leadership are discussed.

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“…These codes of conduct gave educators additional discretion, and a recent analysis of exclusionary discipline incidents in Arkansas found that almost 80% of the infractions reported to the state were relatively minor and likely involved substantial educator discretion (e.g., disorderly conduct, insubordination; Anderson & Ritter, 2017). The study also found that African American students were more likely than White students to be punished for minor, subjective infractions with exclusionary discipline (Ritter & Anderson, 2018). Together, these measures have put students on trajectories, which often start at a very young age (Shollenberger, 2015), that increase their risk of contact with JJ system (Hirschfield, 2008; Krezmien et al, 2010; Mallet, 2016; Mittleman, 2018a; Monahan et al, 2014; Mowen & Brent, 2016; Theriot, 2009) and even of adult arrest (Wolf & Kupchik, 2017).…”

Section: From School To Prison and Backmentioning

confidence: 94%

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

Rangel

Hein

Rotramel³

et al. 2020

Educational Researcher

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Across the United States, the rapid spread of “zero-tolerance” policies has generated a pipeline of youth from schools into prisons. Once youth reenter their community and home school, they often struggle to reintegrate. There is relatively little research about school reentry for juvenile justice–involved youth, and yet these students are at risk of low academic achievement, dropping out of school, and recidivism. We propose a conceptual framework for understanding the school reentry process, and then we use that framework to review existing research and suggests areas for future research. We discuss the areas where we found some research and those where we found little to no research. We suggest areas for future research and collaboration with practitioners.

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Examining Disparities in Student Discipline: Mapping Inequities from Infractions to Consequences

Cited by 31 publications

References 14 publications

Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

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