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ERIC Number: EJ1161400
Record Type: Journal
Publication Date: 2017-Dec
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0972
EISSN: N/A
School Discipline Disproportionality: American Indian Students in Special Education
Whitford, Denise K.
Urban Review: Issues and Ideas in Public Education, v49 n5 p693-706 Dec 2017
American Indian students are disproportionately represented in school discipline referrals (ODRs) and administrative outcomes across general school populations (Brown and DiTillio in "J Educ Learn" 2(4):47-59, 2013; Whitford and Levine-Donnerstein in "Behav Disord" 39(2), 2014). The purpose of this study was to examine the ODRs and administrative outcomes of 1612 students in special education, with particular attention to American Indian students (29.2% of the sample). Results indicated, although proportionally referred to school administration for disciplinary action, American Indian students in special education were more likely to be given an out-of-school suspension and/or expulsion, than both White and Hispanic/Latino students in special education, for the same identifying behaviors. Implications for improved practice are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A