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The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

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Title: The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools
Language: English
Authors: Rodriguez, Luis A. (ORCID 0000-0002-4877-2056), Welsh, Richard O. (ORCID 0000-0001-6079-4111)
Source: AERA Open. Jan-Dec 2022 8(1).
Availability: SAGE Publications. 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: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Discipline, Outcomes of Education, Incidence, Expulsion, Suspension, African American Students, Racism, Disproportionate Representation, Data Analysis, Student Behavior, Behavior Problems, Equal Education, Student Characteristics
Geographic Terms: New York (New York)
ISSN: 2332-8584
Abstract: The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360447
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Rodriguez%2C+Luis+A%2E%22">Rodriguez, Luis A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4877-2056">0000-0002-4877-2056</externalLink>)<br /><searchLink fieldCode="AR" term="%22Welsh%2C+Richard+O%2E%22">Welsh, Richard O.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6079-4111">0000-0001-6079-4111</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. Jan-Dec 2022 8(1).
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Expulsion%22">Expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.
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      – Text: English
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      – SubjectFull: Incidence
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      – SubjectFull: Expulsion
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      – SubjectFull: Suspension
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      – SubjectFull: African American Students
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      – SubjectFull: Racism
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      – SubjectFull: New York (New York)
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