@article{ref1,
title="Discipline referrals and access to secondary level support in elementary and middle schools: patterns across African-American, Hispanic-American, and White students",
journal="Education and treatment of children",
year="2012",
author="Vincent, Claudia G. and Tobin, Tary J. and Hawken, Leanne S. and Frank, Jennifer L.",
volume="35",
number="3",
pages="431-458",
abstract="Given documented racial/ethnic disproportionality in disciplinary referrals and strong recommendations to base provision of secondary level supports on data, we explored whether students from various racial/ethnic groups have equitable access to secondary supports. We disaggregated discipline data from 155 elementary and 46 middle schools by student race/ethnicity and behavioral risk level to assess the extent to which different racial/ethnic groups were disproportionately represented among students at each risk level and students receiving secondary support. Outcomes indicated that Hispanic-American and White students were underrepresented among students with multiple disciplinary referrals, while African-American students were over-represented. African-American students were over-represented among students receiving secondary support in elementary schools but were less likely to receive this support in middle schools. Across all schools, number of referrals as well as race/ethnicity emerged as statistically significant predictors of access to secondary level support. Limitations to the current investigation and recommendations for future research are provided.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="10.1353/etc.2012.0018",
url="http://dx.doi.org/10.1353/etc.2012.0018"
}