ERIC Number: EJ1037971
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Exclusionary Discipline of Students with Disabilities: Student and School Characteristics Predicting Suspension
Sullivan, Amanda L.; Van Norman, Ethan R.; Klingbeil, David A.
Remedial and Special Education, v35 n4 p199-210 Jul-Aug 2014
Given the negative outcomes associated with suspension, scholars and practitioners are concerned with discipline disparities. This study explored patterns and predictors of suspension in a sample of 2,750 students with disabilities in 39 schools in a Midwestern district. Hierarchical generalized linear modeling demonstrated that disability type, gender, race/ethnicity, and free/reduced lunch status were significant predictors of suspension among students with disabilities. Adjusting for gender and race/ethnicity attenuated suspension risk associated with disability type, and adjusting for student-level socioeconomic variables attenuated risk associated with race/ethnicity, but significant disparities remained. School characteristics were not predictive of suspension risk, but their inclusion in the models was associated with increased risk of suspension among students with emotional disturbance. Results underscore the value of multilevel modeling when identifying predictors of suspension and the need to explore a wider variety of classroom and school factors that may account for inequitable discipline.
Descriptors: Disabilities, Behavior Problems, Student Characteristics, Institutional Characteristics, Educational Environment, Predictor Variables, Suspension, Discipline Policy, Hierarchical Linear Modeling, Symptoms (Individual Disorders), Gender Differences, Racial Differences, Ethnic Groups, Socioeconomic Status, At Risk Students, Disproportionate Representation, Urban Schools, Educational Attainment, Parent Background, Student Records, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A