Open AccessRace, School Discipline, and Magnet Schools
Author(s) -
Karin E. Kitchens,
NaLette Brodnax
Publication year - 2021
Publication title -
aera open
Language(s) - English
Resource type - Journals
ISSN - 2332-8584
DOI - 10.1177/23328584211033878
Subject(s) - race (biology) , white (mutation) , matching (statistics) , magnet , suspension (topology) , black male , racial bias , mathematics education , psychology , sociology , engineering , gender studies , mathematics , mechanical engineering , statistics , biochemistry , chemistry , homotopy , pure mathematics , gene
School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.