Suspension, Race, and Disability: Analysis of Statewide Practices and Reporting

Krezmien, Michael P.; Leone, Peter E.; Achilles, Georgianna M.

doi:10.1177/10634266060140040501

Cited by 258 publications

(216 citation statements)

References 13 publications

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“…The highest rates were for those with emotional disturbances, followed by those with learning disability, and then those with autism. This finding was in line with other studies that found that those with emotional disturbance had the highest rate of suspension compared to other disability categories (Krezmien, Leone, & Achilles, 2006). The present study took the research a step further, however, to see how the rate of suspension for those with autism compared to the others.…”

Section: Review Of Findingssupporting

confidence: 79%

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Miller¹,

Meyers²

2015

JEHD

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Numerous researchers have explored discipline practices in schools in the United States and have found racial disparities as well as the disproportionate use of exclusionary practices for students with disabilities. However, less attention has been paid to students with a subgroup of disabilities, including emotional disturbances, learning disabilities, and autism. We compared rates of suspension, expulsion, referral to law enforcement, and drop out among students with and without those particular disabilities within the Chicago Public Schools system to see if there were disparities. We hypothesized that students with these specified disabilities would experience higher rates of exclusionary discipline practices. We conducted a series of chisquare analyses using system-wide data and determined that students with these disabilities were suspended, expelled, referred to law enforcement, and dropped out at higher rates than those without disabilities. The magnitude of these disparities varied as a function of the specific disciplinary practice and the disability type. We provide suggestions for future research in addition to alternatives to exclusionary discipline.

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Section: Review Of Findingssupporting

confidence: 79%

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Miller¹,

Meyers²

2015

JEHD

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“…Others have reported that 30% of special education students leave school before graduation, and when emotional disturbance is involved dropout nears 50% (Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). Generally, special education students cumulate multiple risk factors for dropout, showing lower performance (Blackorby et al, 2003), motivation, academic engagement (Reschly & Christenson, 2006), and receiving more disciplinary sanctions (Krezmien et al, 2006) than those in the general population. Consistent with research on the role of behavior problems in early school leaving, school rebelliousness and friends' school engagement also predicted dropout, indicating that adolescents who adhere to more deviant behavior are more likely to leave school without qualification (Loeber, Pardini, Stouthamer-Loeber, & Raine, 2007;Newcomb et al, 2002).…”

Section: Academic Experience and Socioemotional Predictors Of Dropoutmentioning

confidence: 99%

“…For instance, grade retention commonly coincides with special education, and among special needs students those with emotional problems are the most at-risk for dropping out (Wagner, 1995). It appears these students accumulate many risk factors (Blackorby, Cohorst, Garza, & Guzman, 2003;Krezmien, Leone, & Achilles, 2006;Reschly & Christenson, 2006) leading to academic disengagement and dropout (Roeser, Strobel, & Quihuis, 2002;Roeser, van der Wolf, & Strobel, 2001). They are also likely to experience the significant stigma and stress associated with school failure (Anderson, Jimerson, & Whipple, 2005).…”

Section: Introductionmentioning

confidence: 99%

Grade Retention and Seventh-Grade Depression Symptoms in the Course of School Dropout among High-Risk Adolescents

Quiroga¹,

Janosz²,

Lyons³

et al. 2012

PSYCH

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The relationship between grade retention and adolescent depression in the course of school dropout is poorly understood. Improving knowledge of the mechanisms involving these variables would shed light on at-risk youth development. This study examines whether depression in adolescence moderates the relationship between grade retention and school dropout in a high-risk sample. Seventh-grade students (n = 453) from two low-SES secondary schools in Montreal (Quebec, Canada) were followed from 2000 to 2006. Self-reported lifetime and seventh-grade depression were measured with the Inventory to Diagnose Depression. Primary school grade retention, and secondary school dropout status was obtained through the Ministry of Education of Quebec registries. Sixteen percent of participants reported lifetime depression, and 13% reported depression in seventh-grade. Nearly one third (32%) of the sample dropped out of school. Logistic regression models were used to estimate moderation effects predicting school dropout six years later. Findings indicated that students with grade retention were 5.54 times more likely to drop out of school. Depression in seventh grade increased by 2.75 times the likelihood of school dropout. The probability of dropping out for adolescents combining both grade retention and seventh-grade depression was 7.26 times higher than it was for those reporting grade retention only. The moderating effect of depression was similar for boys and girls. Depression is a significant vulnerability factor of low educational attainment aggravating the risk associated with grade retention. Experiencing depression at the beginning of secondary school can interfere with school perseverance particularly for students who experienced early academic failure.

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“…Students of color are referred, suspended, and expelled at rates far higher than White students (Kaufman et al, 2010;KewalRamani, Gilbertson, Fox, & Provasnik, 2007;Krezmien, Leone, & Achilles, 2006;Skiba et al, 2011;Skiba, Peterson, & Williams, 1997;Vincent, Swain-Bradway, Tobin, & May, 2011;Vincent et al, 2012). Since the Children's Defense Fund initially raised the issue in 1975, subsequent studies have confirmed that exclusionary discipline practices like suspension and expulsion are disproportionately meted out to Black, Latino, and Native American students.…”

Section: Racial Discipline Disproportionalitymentioning

confidence: 98%

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Brown

Steele

2015

JoMR

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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Suspension, Race, and Disability: Analysis of Statewide Practices and Reporting

Cited by 258 publications

References 13 publications

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Grade Retention and Seventh-Grade Depression Symptoms in the Course of School Dropout among High-Risk Adolescents

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

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