View in EDS

National Patterns of Vulnerable Decision Points in School Discipline

Saved in:

Bibliographic Details
Title:	National Patterns of Vulnerable Decision Points in School Discipline
Language:	English
Authors:	Sean C. Austin, Kent McIntosh, Erik J. Girvan
Source:	Grantee Submission. 2024.
Peer Reviewed:	Y
Page Count:	54
Publication Date:	2024
Sponsoring Agency:	Institute of Education Sciences (ED)
Contract Number:	R324A170034
Document Type:	Reports - Research
Education Level:	Elementary Secondary Education
Descriptors:	Discipline, Race, Disproportionate Representation, Student Behavior, Behavior Problems, Aggression, Minority Group Students, Expulsion, Racism, Predictor Variables, African American Students, Elementary Secondary Education, Age Differences, School Buildings
DOI:	10.1016/j.jsp.2023.101259
Abstract:	In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent which there was similarity among the strongest VDPs within each school. Last, we directly compared the VDP that contributed most to disparities in each school to situations with the highest rates of office discipline referrals (ODRs) to identify the extent of agreement with overall school discipline patterns. We found the most common VDPs within schools to be subjective behaviors (e.g., defiance, disruption) in classrooms throughout the day, with ODRs for physical aggression contributing notably to disparities among the top ten VDPs. The strongest single VDP accounted for an average of 17% of racial disparities across the school and the top three VDPs accounted for 37% of disparities. The strongest three VDPs within schools also were remarkably consistent across behavior and location. Finally, there was moderate agreement between situations with the most ODRs and those with the strongest racial disparities, with 63% of schools in the sample having VDPs identical to their situations with most ODRs. In the absence of prescriptive analysis of their own school data, the results of this study provide school leaders and intervention researchers with more precise, promising targets for intervention to increase educational equity. [This paper was published in "Journal of School Psychology" v102 Article 101259 2024.]
Abstractor:	As Provided
IES Funded:	Yes
Entry Date:	2024
Accession Number:	ED643496
Database:	ERIC

Description
Abstract:	In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent which there was similarity among the strongest VDPs within each school. Last, we directly compared the VDP that contributed most to disparities in each school to situations with the highest rates of office discipline referrals (ODRs) to identify the extent of agreement with overall school discipline patterns. We found the most common VDPs within schools to be subjective behaviors (e.g., defiance, disruption) in classrooms throughout the day, with ODRs for physical aggression contributing notably to disparities among the top ten VDPs. The strongest single VDP accounted for an average of 17% of racial disparities across the school and the top three VDPs accounted for 37% of disparities. The strongest three VDPs within schools also were remarkably consistent across behavior and location. Finally, there was moderate agreement between situations with the most ODRs and those with the strongest racial disparities, with 63% of schools in the sample having VDPs identical to their situations with most ODRs. In the absence of prescriptive analysis of their own school data, the results of this study provide school leaders and intervention researchers with more precise, promising targets for intervention to increase educational equity. [This paper was published in "Journal of School Psychology" v102 Article 101259 2024.]
DOI:	10.1016/j.jsp.2023.101259