Leading for Equity: Examining Exclusionary Discipline Proportionality for Middle School Students with Disabilities in the Great Plains

Autor/in	Nei, Maria
Titel	Leading for Equity: Examining Exclusionary Discipline Proportionality for Middle School Students with Disabilities in the Great Plains
Quelle	(2019), (204 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-1007-0
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Students with Disabilities; Discipline; Student Behavior; Academic Achievement; Discipline Policy; Middle Schools; Gender Differences; Race; English Language Learners; Administrator Attitudes; Administrators; Special Education Teachers; Teacher Attitudes; Zero Tolerance Policy; Disproportionate Representation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Disziplin; Student behaviour; Schülerverhalten; Schulleistung; Disziplinarmaßnahme; Geschlechterkonflikt; Rasse; Abstammung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Historically, students with disabilities have been disproportionately exposed to exclusionary discipline including in-school suspensions, out-of-school suspensions, and expulsions. Despite association with lower academic achievement, increased risk of negative behaviors over time and involvement in the juvenile justice system, these exclusionary practices continue to be a considerable part of school discipline in the United States. This study explored the extent to which middle school students with disabilities were disciplined with exclusionary discipline practices in a school district located in the upper Great Plains. A review of literature explored the complexities of inclusion for students with disabilities in the public school system and examined school-wide systematic frameworks including commonly used zero tolerance discipline policies and alternative options. The researcher retrieved ex-post facto data from the Civil Rights Data Collection for each of the five middle schools during the 2015-2016 school year. A series of chi-square tests explored relationships between variables of disability, gender, race, and ELL status. Risk ratios estimated the strengths of the relationships between the variables. Following the analysis, a focus group comprised of middle school administrators and special education teachers responded to the findings. The results indicated that students with disabilities had a greater risk of suspension and referral to law enforcement compared to their peers without disabilities. American Indian/Alaska Native, Black, and students of two or more races disproportionately missed more days of school due to suspensions. The members of the focus group concluded that the findings of the analysis were similar to their current experiences of the 2018-2019 school year. They expressed concern for the disproportionality and recognized the existing design and system of the middle school and the discipline process was not effective or equitable for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01