Investigations of a variety of school pun-ishments over the past 25 years have consistently found evidence of socio-economic and racial disproportionality in the administration of school discipline (e.g., Children's Defense Fund, 1975; McCarthy and Hoge, 1987; Skiba, Peter- 1, (2011): 85-107; T. Fabelo, The intervention had three main components: (a) an activity to increase the cultural responsiveness . Data systems such as the student information system can automatically produce data on significant disproportionality. Almost four decades have elapsed since the Children's Defense Fund (1975) reported racial disproportionality in school disciplinary practices (Drakeford, 2004; Skiba, Michael, Nardo, & Peterson . Students of color, particularly Black/African American, Hispanic/Latinx, and Native American students, have been shown to be up to 4 times more likely to be suspended than White The purpose of this study was to explore the perspectives of preschool educators in a single county located in a southeastern state to gain insight about the racial disproportionality in school discipline. There was no evidence that racial disparities disappeared when controlling for poverty status; instead, disproportionality in suspension was apparently . Disproportionality in discipline has drastically increased since 1975 with out-of-school Most recently, the 2013-14 Civil Rights Data Collection (CRDC) documented that black students, who make up 16. Disproportionality in school discipline is broadly defined as the magnitude of the racial and ethnic disparity in student disciplinary . 30 years later. In this context, implicit bias is defined as the mental process that causes us to have negative feelings and attitudes about people based on characteristics like race, ethnicity, age and appearance. Council on School Health, 2013), educators must address this issue by identifying rates of discipline disproportionality, taking steps to reduce it, and monitoring the effects of intervention on disproportionality. Building a foundation for school discipline reform: Action steps for states to improve the collection and use of data on school discipline. It demands persistent, complex systemic solutions. 143 pp. PBIS evaluation brief. to placement and discipline, to be used as the denominator when calculating either the risk for a particular racial or ethnic group or the risk for children in all other racial or ethnic groups. Disproportionality in exclusionary discipline blocks us from the overall objective of promoting positive outcomes for every student. View Academics in Racial Disproportionality In School Discipline on Academia.edu. Racial Disproportionality in School Discipline An APA Division 15 Policy Brief In this policy brief, Theresa Pfister argues that racial disproportionality in school discipline in the U.S. has contributed to gaps in outcomes—including lower academic achievement, risk of drop-out, and involvement in the juvenile justice system. 2010/11, and 2011/12 to answer two questions on disproportionality in student discipline in the 24 Mary-land school systems: • Is exclusionary discipline (suspension and expulsion) given out in a way that has a disproportionate impact on Black and other racial/ethnic minority students relative to White students? This is not a figment of my imagination. Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. While causes of the discipline gap are complex, researchers have found implicit bias, differential selection and processing, and negative racial stereotypes are greatly to blame: For Black children, experiences with school discipline are often not an opportunity to learn, they are a pathway into the criminal justice system. What's valuable in this report is how it sheds light on the complexity of the issue. Consistent research over the past 40 years as shed light on racial disparities with school discipline. The intervention had three main components: (a) an activity to increase the cultural responsiveness . Such information may help educators consider whether they need to reduce disproportionate rates of exclusionary school discipline (suspensions and expulsions) based on race or ethnicity. by Anthony L. Hubbard. The Youth-Nex Blog hosts a video post from a doctoral student in Educational Psychology-Applied Developmental Science who wrote new APA Division 15 Policy Br. Thus, racial disproportionality in school discipline between Black and White students is striking, with Black students three times as likely to be suspended as White students, despite limited evidence that Black students participate in more delinquent behavior (Shollenberger, 2015; U.S. Department of Education Office for Civil Rights, 2014). Additionally, school psychologists' knowledge and Major racial disparities in student discipline rates have been documented for decades. Racial Disproportionality in the School-to-Prison Pipeline. school or district's discipline practices. One of the ways in which this happens is through racial disproportionality in school discipline. racial disproportionality in school discipline practices. Larkin speculated that this increase was a byproduct of mounting conflict within newly integrated schools. Although we cannot make causal claims, the association between racial biases and disciplinary outcomes is worrisome, especially when considered in concert with other literature on race and school discipline. Purpose: The purpose of this project is to develop a professional development intervention (ReACT) to reduce racial/ethnic disproportionality in school discipline and special education referrals. This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). "They did seem . Parker Johnson, a parent of a Black student at another high school, attended one of the one-on-one meetings to express his concerns over the video and how it was handled. Eugene, OR: OSEP National Technical Assistance Center on Positive . This study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and . Principals and other school leaders can potentially use this data to recommend the metrics of risk ratios and track rates of discipline by racial and ethnic groups to aid in addressing the equity of school discipline. The problem of racial and ethnic disproportionality in school discipline is not new. School Psychology Quarterly, 32(3), 392. Experiences with School Discipline. Relationship Between Race and School Discipline," Journal of Criminal Law and Criminology 101, no. The problem of racial and ethnic disproportionality in school discipline is not new. Patterns of minor office discipline referrals in schools using SWIS. NYU Metro Center recently released the blog post, "Disproportionality and Punishment: A CRE Approach to School Discipline" that problematized continued disproportionate suspensions of Black and Latinx New York City Public School students. Critical race theory was used as a framework to further understand . The purpose of this study was to examine discipline disproportionality among schools implementing SWPBIS compared to the entire population of schools in the U.S. Racial disproportionality in exclusionary discipline is widely recognized as a serious national problem. A growing body of evidence indicates that students of color, most specifically African American males, receive the highest rate and most severe forms of exclusionary discipline (suspension and expulsion). Research shows that schools implementing PBIS with fidelity have more equitable school discipline, but eliminating disproportionality requires a specific equity focus. Apparent in each of these reports, and the research literature used to support their findings, is the impor-tance of uncovering how racial disproportionality in school discipline may affect particular groups such as Black and Latino males, special education stu-dents, and others. Racial disproportionality in school discipline has garnered recent national attention, but racial disproportionalities in special education . "Implicit bias" is heavily implicated as a contributing factor when we analyze the causes of racial disproportionality in school discipline. Disproportionality in School Discipline Black, Hispanic, American Indian, male, and special education students are disproportionately represented in disciplinary incidents, referrals, detentions, and suspensions.x Excessive use of school discipline can increase students' negative feelings about and How Policies, Processes, People and Places Contribute to Racially Inequitable School Discipline Policies and processes play an important role in shaping how discipline is enacted in districts, schools, and classrooms. 2002; 34 (4):317-342. doi: 10.1023/A:1021320817372. African American Disproportionality in School Discipline: The Divide Between Best Evidence and Legal Remedy (2009) Russell J. Skiba, Suzanne E. Eckes, Kevin Brown. A Real Issue. Exclusionary discipline in schools has been associated with a host of negative outcomes, including school disengagement, academic difficulties, grade retention, and school dropout (Gregory, Skiba, & Noguera, 2010; Skiba & Rausch, 2006). Disproportionality and Bias in School Discipline Over the years, discipline data have shown persistent disparities in how often schools suspend students of different racial, ethnic, disability, gender, and socio-economic groups. In this session, participants will develop a better understanding of current research on school discipline practices and outcomes of these practices. 30 years later. Keywords: equity, school discipline, disproportionality, implicit bias In the United States, racial and ethnic minor-ity students, particularly African Americans, are sent to the office, suspended, and expelled at disproportionately high rates compared to their This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). To address the issue of racial disparity in discipline, school teams can first identify if discipline disproportionality exists, and then better understand the various characteristics of the problem. Racial and gender bias in dispensing school punishment is real. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. (2021) Directed by Dr. Katherine Cummings Mansfield. In 1975, in one of the earliest investigations of school disciplinary policies and practices, the Children's Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for White students . finding in school discipline research. ence of racial, socioeconomic, and gender disparities in school discipline data, there has been little systematic exploration of possible explanations for the disproportionality. Disproportionality in school discipline remains a long-term and pressing concern in education, and exclusionary discipline (e.g., suspensions . Examining Disproportionality in School Discipline Practices for Native American Students in Canadian Schools Implementing PBIS Editor's Note: This research is part of the " Closing the School Discipline Gap Conference " of January 2013. to Address Discipline Disproportionality: A Guide for District and School Teams September 2015 Introduction The purpose of this guide is to provide resources for districts and schools in developing policies and procedures to reduce racial and ethnic disproportionality in school discipline. Gion, C., McIntosh, K., & Horner, R. H. (2014). Abstract. Racial and ethnic disproportionality in school discipline is an enduring and wide-scale problem facing schools in the United States (Skiba et al., 2011). Building a Foundation for School Discipline Reform: •Incorporate measures of disproportionality in school discipline into state accountability systems 30 Stern, A., & Rogers, C. (2019). Using Discipline Data within SWPBIS to Identify and Address Disproportionality: A Guide for School Teams This guide provides a process and rationale for engaging in the data review process for examining disaggregated data, action planning, implementation evaluation, recommendations for addressing disproportionality, and cultural elaboration . Further recommendations include that schools adopt culturally relevant behavior systems. Racial and Gender Disproportionality in School Punishment. promising avenue for achieving equity in school discipline. Black preschool students are disproportionately suspended and expelled from school compared to their same age White peers. Racial disproportionality in school suspensions increased noticeably as schools first became desegregated, especially in high socioeconomic status (SES) schools (Larkin, 1979; Thornton & Trent, 1988). Yet school teams often struggle to use data effectively (Newton et al., 2014). We then analyzed to what extent the redrawing of elementary school attendance zones in the 2007-2008 school year was able to reduce the spatial concentration of racially and economically minoritized students in one elementary public . The study found that racial and gender discrepancies in school disciplinary outcomes were consistent regardless of methodology, but socioeconomic disparities appeared to be somewhat less robust. A more comprehensive, theory . . Racial and ethnic disproportionality in school discipline is an enduring and wide-scale problem facing schools in the United States (Skiba et al., 2011). agencies under those laws. The presenter will share specific strategies and free Center resources for enhancing the cultural responsiveness of . Almost four decades have elapsed since the Children's Defense Fund (1975) reported racial disproportionality in school disciplinary practices (Drakeford, 2004; Skiba, Michael, Nardo, & Peterson, 2002). practitioners interested in addressing the problem of racial disproportionality in discipline outcomes. Black students are overrepresented in office referrals and exclusionary discipline. discipline in general and racial/ethnic disparities in school discipline in particular. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander . Racial disproportionality in discipline has been present, documented and researched for several decades. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. We also measured the school district suspension rates to examine racial disproportionality in school discipline. The color of discipline: Sources of racial and gender disproportionality in school punishment. As discussed in the School Discipline Guidance Package issued January 2014 by the U.S. Department of Education and the U.S. Department of Justice, local educational agencies may take a number of steps to address racial disparities in the administration of school discipline. Larkin speculated that this increase was a byproduct of mounting conflict within newly integrated schools. The Three Components of Disproportionality "Significant disproportionality" refers to three separate but related trends that impact a student's educational experience: (1) identification for special education (also called eligibility); (2) educational placement (once identified as eligible for special education); and (3) discipline. The researchers emphasized that there are many causes of racial disparities in school discipline citations that can also be addressed, such as changing policies around discipline and teacher behavior. It provides examples of how to select and analyze data to determine whether racial/ ethnic disproportionality . ethnic disproportionality in discipline and special education. Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. Much of the research on factors that impact racial and gender disproportionality in school discipline for Black students indicates that they are punished more severely for trivial offenses, subjective reasons, and these infractions differ by gender status (Hines-Datiri, 2015; Smith & Harper, 2015). Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. Researchers continue to try to pin down what causes these disparities, and how to reduce or eliminate them. In dispensing discipline differentially across racial groups, educational agencies are also differentially allocating life prospects. Racialized disproportionality in the administration of school discipline is now a national crisis. Primary duties include but . This practice guide is one of a series of guides for enhancing equity in school dis- cipline. Posted on February 24, 2014 by Anthony Hubbard - No Comments. 8 outcomes (Losen & Skiba, 2010). Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. Racial Disproportionality in School Discipline: The Efficacy of Policy Meeting Practice Racial Disproportionality in School Discipline: The Efficacy of Policy Meeting Practice . The Urban review. Racial and ethnic disproportionality in school discipline is an enduring and widescale problem facing schools in the United States (Skiba et al., 2011). PDF: Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Racial disproportionality in school suspensions increased noticeably as schools first became desegregated, especially in high socioeconomic status (SES) schools (Larkin, 1979; Thornton & Trent, 1988). Despite criticisms that zero tolerance practices are: (a) ineffective in deterring Racial disproportionality in school discipline is a persistent, complex systemic problem. Examining patterns in a large-scale evaluation of schools implementing and not implementing SWPBIS could help determine the extent to which implementation of SWPBIS is related to lower, higher, or unchanged discipline disparities. 2, (March 2011): 633-666); Russell J. Skiba et al., "Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline," School Psychology Review 40, no. This guide is designed primarily for use by school or district teams seeking to reduce racial and ethnic disproportionality in school discipline, regardless of whether they are implementing SWPBIS. Exploring the impact of school discipline on racial disproportion in the juvenile justice system. At every step along the way, this pathway is faster and even more consequential for Black students than for their White peers. In 1975, in one of the earliest investigations of school disciplinary policies and practices, the Children's Defense Fund revealed that suspension rates for African American students were between two and three times higher than those for White students . This paper reviews research on school discipline, racial disparities in particular, and the absence of court-accepted legal strategies to address this issue. For more information on addressing disproportionality please visit: Social Science Quarterly, 90(4), 1003-118. doi: 10.1111/j.1540-6237.2009.00674. contribution of subjective office referrals to racial disproportionality in school discipline. Students of color, particularly Black/African American, Hispanic/Latinx, and Native American students, have been shown to be up to 4 times more likely to be suspended than White • Is exclusionary discipline . Current trends, nationwide, show that when it comes to school discipline, African . This study contributes to positive social change by helping to inform both researchers and practitioners about the necessity of addressing student needs that impact the racial disproportionality in school discipline and the need to increase both They are also in the unique position to research and evaluate prevention-oriented programs and alternatives to suspension in schools, with a specific focus on reducing disproportionality. Racial disproportionality in school discipline between Black and White students is striking, with Black students three times as likely to be suspended as White students (U.S. Department of Education Office for Civil Rights, 2014). This position will provide support for a qualitative research project focused on evaluating educational equity in school discipline policy. Teacher and Parent Training on School Discipline, Racial Disproportionality, and the School-to-Prison Pipeline Developed by Aaron Kupchik, Ph.D. Racial disproportionality in discipline can be defined as the overrepresentation of children of color that are subject to discipline,suspension and/or expulsion as compared to the total population of children in the community or institution (NCCREST, 2009). However, it is not a new problem. Disproportionality is a symptom of larger structural problems and the racial opportunity gaps from health care, to law enforcement, to housing, and education (Artiles, 2011). In this session, participants will develop a better understanding of current research on school discipline practices and outcomes of these practices. Although there is a clear consensus that schools have a responsibility to use all effective strategies to promote safety and an effective instructional environment, The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Disciplinary disproportionality encompasses the disproportionately high rates at which students from certain racial/ethnic groups are subjected to office discipline referrals, suspensions, school arrests, and expulsion. Although Black students are suspended This week, we will release 2 parts of a 4-part blog series that responds to that article by providing information and strategies used by the Technical . Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity.
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