A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance

Autor/inn/en	Bal, Aydin; Betters-Bubon, Jennifer; Fish, Rachel E.
Titel	A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Quelle	In: Education and Urban Society, 51 (2019) 2, S.247-268 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517716260
Schlagwörter	Disproportionate Representation; Emotional Disturbances; Hierarchical Linear Modeling; Elementary School Students; Middle School Students; High School Students; Minority Group Students; Suspension; Expulsion; Racial Differences; Youth; Urban Schools; Special Education; Predictor Variables; Labeling (of Persons); African American Students; Hispanic American Students; American Indian Students; Outcomes of Education; Disability Identification; Discipline; Wisconsin + Suchen Sie Ihr Suchwort? Gefühlsstörung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ausschluss; Schulausschluss; Relegation; Rassenunterschied; Jugend; Jugendlicher; Jugendalter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor; Labeling-Ansatz; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernleistung; Schulerfolg; Disziplin
Abstract	Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state's data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students' race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not substantively meaningful predictors, excepting the percentage of transferred students. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01