Do School Discipline Policies Treat Students Fairly? Evidence from Arkansas

Autor/inn/en	Anderson, Kaitlin P.; Ritter, Gary W.
Titel	Do School Discipline Policies Treat Students Fairly? Evidence from Arkansas
Quelle	In: Educational Policy, 34 (2020) 5, S.707-734 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818802085
Schlagwörter	School Policy; African American Students; Minority Group Students; Racial Bias; Social Justice; Data Use; Student Behavior; Punishment; Elementary Secondary Education; Elementary School Students; Secondary School Students; Expulsion; Suspension; Hispanic American Students; Arkansas + Suchen Sie Ihr Suchwort? Schulpolitik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Student behaviour; Schülerverhalten; Bestrafung; Sekundarschüler; Relegation; Ausschluss; Schulausschluss; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	It is well documented that Black students are more likely to receive expulsions and suspensions than their White peers. These disparities are troubling, but researchers and policy makers need more information to fully understand the issue. We use 3 years (2010-2011 through 2012-2013) of state-wide student- and discipline incident-level data to assess whether non-White students are receiving harsher disciplinary consequences than their White peers for similar infractions and with similar behavioral history. We find that Black students received more severe (longer) punishments than their White peers for the same types of infractions, but that these disproportionalities are primarily across rather than within schools. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01