Citation

Camacho KA, Krezmien MP. J. Emot. Behav. Disord. (Austin) 2019; 27(4): 209-220.

Copyright

(Copyright © 2019, Hammill Institute on Disabilities, Publisher SAGE Publishing)

DOI

10.1177/1063426618769065

PMID

unavailable

Abstract

Data from middle schools (n = 219), high schools (n = 200), and combined middle and high schools (n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities.

RESULTS indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school's Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.

Language: en

Keywords

disability; discipline; disproportionate representation; race; school suspension