Understanding a Vicious Cycle: The Relationship Between Student Discipline and Student Academic Outcomes

Abstract

While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K–12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g., test scores and grade retention) than less exclusionary consequences, controlling for type of behavioral infraction. However, despite controlling for a robust set of covariates, sensitivity checks demonstrate that the estimated relationships between consequences and academic outcomes may still be driven by selection bias into consequence type. Implications for policy and practice are discussed.

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

“…In this regard, research in the psychosocial field provides an appropriate framework to integrate learning skills with coexistence skills. Conflict, disruptive behavior, disobedience to teachers' instructions, and non-compliance with sanctions are phenomena closely linked to school amotivation (Vera and Moreno-Murcia, 2016;Anderson et al, 2019). Thus, this research is based on the Achievement Goal Theory (AGT) (Nicholls, 1984) and the Self-Determination Theory (SDT) (Ryan and Deci, 2020) as the framework that allows to explain and predict how the PE students' behavior can be regulated (Vasconcellos et al, 2019).…”

Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

“…Evidence suggests that removing students from instruction by suspending them does not improve either student behavior or school climate (Skiba et al, 2012). In fact, data suggest that there are significant detrimental outcomes associated with school suspensions, including more suspensions, poor academic performance, and increased risk for contact with juvenile justice (Anderson et al, 2019; Noltemeyer et al, 2015). Therefore, reducing the need for and use of suspensions should be a priority for all schools.…”

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

“…In addition, given that students with EBD also struggle academically (Kutash & Duchnowski, 2004), exclusion from educational opportunities is of particular concern. Even ISS, which is arguably less exclusionary than OSS or expulsion, may not be an effective response to misbehavior, as the quality of ISS differs greatly from district to district, ISS supervisors are often paraprofessionals without adequate training to work with “at-risk” students (Adams, 2000, p. 146), and receipt of ISS is still correlated with worse academic outcomes (Anderson et al, 2019; Noltemeyer et al, 2015).…”

“…Absences and exclusionary discipline are problematic for SWDs because they further limit learning opportunities for students who face academic challenges. Lower academic achievement often accompanies chronic absenteeism (Gershenson et al, 2017; Goodman, 2014; Gottfried, 2014; Gottfried & Kirksey, 2017) and exclusionary discipline (Anderson et al, 2019; Beck & Muschkin, 2012; Cobb-Clark et al, 2015; Kinsler, 2013; Noltemeyer et al, 2015). Furthermore, given concerns about the school-to-prison pipeline (Christle et al, 2005; Fabelo et al, 2011), exclusion from school may contribute to the overrepresentation of people with disabilities in the juvenile justice system (Coalition for Juvenile Justice, 2001; Kim et al, 2010).…”