Understanding The Role Of Ses, Ethnicity, And Discipline Infractions In Students' Standardized Test Scores (original) (raw)
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2016
In this investigation, we used Texas statewide data to determine the extent to which inequities were present in the assignment of school disciplinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically significant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically significantly more instances of each disciplinary consequence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were assigned these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to grade 6 Black, Hispanic, and White students by the...
Journal of School Psychology, 2019
Previous research has documented ethnic/racial disparities in the implementation of school discipline, including exclusionary practices. The current study focused on ethnic/racial disparities in four types of school exclusionary policies through the Civil Rights Data Collection (2013-2014) based on 15,901 middle and 18,303 high schools from the United States. Consistent with an ecological model of multi-contextual influences, school-and region-level characteristics were tested in a multi-level analytic model. Sex, disability status, and ethnicity/race were estimated at level 1, with the following school-level predictors at level 2: proportion of youth eligible for free or reduced lunch, school size, diversity (percentage of students of different ethnicities/ races in school), urban/suburban/rural locale, and region (Northeast, Midwest, South, and West). Findings provided robust evidence of persistent discrepancies in disciplinary practices across ethnic/racial groups. Specifically, African American students and students self-identifying as two or more races were found to be at greater risk for school discipline actions across all disciplinary measures in both middle and high schools. Regarding school-level variables, students from lower SES schools and smaller schools were at greater risk for some disciplinary measures. Unexpected findings were found for regional differences, as Midwestern schools had significantly higher rates for most disciplinary measures as compared to Southern schools. Moreover, ethnic/racial discrepancies were moderated by school-level characteristics, such that African American students and students self-identifying with two or more races were more likely to be disciplined at low SES schools and at schools with greater diversity. 1. Introduction School discipline, and school exclusionary practices in particular, have been widely implemented by secondary schools in the United States in an effort to preserve a safe and undisturbed learning environment (Losen, 2013; Skiba et al., 2014). Research from the past two decades has shown that reliance on these practices may be associated with suboptimal educational outcomes, as their overuse results in missed educational opportunities and classroom time (Noltemeyer
2000
The main objective of this study was to show whether eighth graders' performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included gender, race, socioeconomic status, and previously earned grades in mathematics. Data came from the base year of the National Educational Longitudinal Study of Eight Graders (NELS 88). A random sample of 180 students consisting of 30 Black males, 30 Black females, 30 White males, 30 White females, 30 Hispanic males, and 30 Hispanic females were selected from the data set. Multiple regression analysis was used to analyze the data. Females were no less likely to score well on mathematics standardized tests than were their male counterparts. However, there were differences between racial groups. The effects of socioeconomic status varied among groups but were found to be consistently significant across racial lines. (Contains 26 references.) (Author/ASK) Reproductions supplied by EDRS are the bes...
2011
The intent of this study was to systematically investigate the relationship between African American disproportionality in school disciplinewhich is the overrepresentation of students for exclusionary discipline practices (i.e., out-of-school suspensions and/or expulsions)-and student performance. Utilizing official disciplinary records and performance data obtained from the Colorado Department of Education and a single urban school district within the same state, a series of quantitative analyses that included correlations and logistic and multiple regressions, were conducted to determine how out-of-school suspensions and expulsions impact African American students. The premise upon which the present study is based relies heavily on the tenets of Critical Race Theory as it applies to education, which in part asserts that American schools are permeated by racism and that White privilege is used to preserve school inequities through the use of stratification. Given this, it is argued that out-of-school suspensions and expulsions have been used, or rather misused, to perpetuate the disproportionate exclusion of African American students from the classroom for iv relatively minor offenses; which in some ways, can explain why this group typically suffers from poor student performance. This dissertation was guided by two separate, yet interrelated studies, which posed the following research questions where the first study asks; What factors are important in predicting the likelihood of being suspended and/or expelled from school? and Are suspensions and race correlated? Here, the interest is in exploring the influence of race, class, gender and other possible demographic characteristics, such as school level and behavior role, on exclusionary discipline practices. The second study asks; How does the overrepresentation of African American students for exclusionary sanctions impact student performance? The interest, here, is in identifying the relationship between school suspensions and/or expulsions and its impact on the dropout rate, graduation rate, and performance on high stakes tests. This dissertation study produces two findings that are not only unprecedented; they are cutting-edge and provocative. First, female and elementary students were found to be more likely to face suspension and/or expulsion in comparison to male and secondary students, respectively. Second, by increasing the number of suspended and expelled African American students, school districts improved their overall student performance on high stakes tests. With the contribution of these findings, a paradigmic shift in research and discourse on disproportionality in school discipline is both fitting and warranted. v DEDICATION First, and most important, I want to give glory and honor to the Most High God, for this dissertation is truly a testament of His unmerited favor. I am forever reminded, "He which have started a good work in you; will perform it to the day of Jesus Christ." This journey took much prayer and perseverance; but I fought a good fight, I kept the faith, and with this, I finished the course. I dedicate this work to the love of my life, my best friend, and my backbone, Jeremy S. Butler, Sr. Without you, and your continued support, none of this would have been possible. And to my motivation for living and Granny"s beacon of light, Jeremy S. Butler, Jr., always know that mommy loves you unconditionally. For the many sacrifices, I am forever indebted to you both. I also dedicate this dissertation to my mother and father, Sharon and Walter Ray, who never stopped believing in me. And to my sister, ShaDonna Ray, let this be an example of what happens when you refuse to give up. And to my brother, Lewis Ray, and his beautiful family, thanks for always reminding me of what is most important. And lastly, to my grandmother and grandfather, Fannie Mae and Willie Weatherly, this milestone is simply the fruit of your labor. To God"s newly recruited angelswho always saw the best in me-Doretha "Mama" Tyler and Beulah "Granny" Mooneyou are both forever in my heart. And Mama…I never stopped short of my dream; just as the caterpillar [I] thought its [my] world had come to an end, it [I] transformed into a butterfly. vi ACKNOWLEDGEMENTS I would like to acknowledge the greatest mentor and advisor of all time, Dr. Chance W. Lewis; as it is always understood, I am but a reflection of my leadership. Thank you for investing in my future, and taking a chance on me at a time when I could not see the bigger picture. It is because of you that I am able to "Move Forward."
2014
The purpose of this review is to summarize the existing literature and studies regarding discipline consequence type by ethnic membership, and the influence that discipline consequence type has on academic achievement. Accordingly, the topic areas addressed herein are: 1) the history of school discipline; 2) the demographics of the United States; 3) education equity and the law, with an emphasis on zero tolerance, the intention and modification of zero tolerance, opposition to zero tolerance, and zero tolerance in middle schools; 4) the discipline of White and Hispanic students, with an emphasis on the middle school level and possible reasons for discipline inequity between White and Hispanic students; 5) the White and Hispanic student achievement gap; and, 6) relevant theoretical frameworks (i.e., equity theory and equity of educational opportunity theory), applicable to this investigation. A summary will conclude this literature review.
2005
The purpose of this study was to extend the literature on the relationship between SAT® scores, high school GPA and rank, and socioeconomic status (SES). Many critics claim that the SAT is merely a "wealth test" , though data consistently reveal that all cognitive measures are related to SES. The SAT has likely received the brunt of this criticism due to its high volume of test-takers as compared to that of other tests. Also, in college admissions, SAT scores are often considered in conjunction with a student's high school GPA, and SAT scores tend to have a stronger relationship with SES than high school GPA does. Recently, however, research findings have revealed that the commonly cited higher correlations between SAT scores and SES versus high school GPA and SES may be partly a function of statistical artifacts . This paper extends this line of research by replicating Zwick and Greif Green's findings with new SAT data, which now include SAT writing scores. Similar to Zwick and Greif Green's findings, this study found that the pooled-within-high-school correlations between SAT scores and SES were smaller in comparison to across-high-school correlations. Also, when computed across high schools, the correlations for the three SAT sections with SES were 2.2 times larger, on average, than the correlations between high school measures and SES. However, pooled-within-highschool correlations between SAT scores and SES were only 1.4 times larger than those of high school measures and SES. The implications of the results are discussed and avenues for future research are identified.
Journal of African American Males in Education, 2010
This study, utilizing a sample of more than 3,500 African American males in a Midwestern urban school district, investigates the discipline patterns of African American males and school district responses that impact their academic achievement on state standardized tests. To fulfill the goals of this study, we have four interrelated objectives: (1) to investigate all documented behavior occurrences of African American males in comparison to their peers during the 2005-2006 academic school year; (2) to detail the discipline responses recommended by the school district for these offenses; (3) to calculate the total amount of class time missed as a result of school district prescribed resolutions; and (4) to provide a connection to performance on standardized test reporting for the larger African American student population in this urban school district. As a result of the findings of this study, recommendations will be made for educators and policy makers to improve the discipline pat...