Open AccessDifferences in Days Assigned to Exclusionary Discipline Consequences as a Function of Student Poverty for Texas Middle School Students
Author(s) -
John W. White,
John R. Slate
Publication year - 2017
Publication title -
cross-currents
Language(s) - English
Resource type - Journals
ISSN - 2394-451X
DOI - 10.36344/ccijhss.2017.v03i02.004
Subject(s) - disadvantaged , suspension (topology) , poverty , psychology , mathematics education , statistical analysis , grade retention , demography , mathematics , academic achievement , sociology , economic growth , statistics , economics , homotopy , pure mathematics
Examined in this study were the number of days assigned to in-school suspension and to out-of-school suspension to Grade 6, 7, and 8 students based on their economic status in Texas for the 2015-2016 school year. Inferential statistical procedures revealed the presence of clear inequities in the average number of days Grade 6, 7, and 8 students who were economically disadvantaged were assigned to an in-school suspension and to an out-of-school suspension. Grade 6, 7, and 8 students who were poor were assigned statistically significantly more days to in-school suspension and to out-of-school suspension than their grade level peers who were not poor. Implications of the findings are discussed and suggestions for further research are made.