An Analysis of Teachers' Equity in Office Discipline Referrals
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| Title: | An Analysis of Teachers' Equity in Office Discipline Referrals |
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| Language: | English |
| Authors: | Sean C. Austin, Kent McIntosh, Keith Smolkowski, Tabathia Baldy |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170034 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Teacher Characteristics, Individual Characteristics, Teacher Attitudes, Race, Discipline, Discipline Policy, Classroom Techniques, African American Students, Rural Schools, Regular and Special Education Relationship, Special Education, Disproportionate Representation |
| DOI: | 10.1080/10474412.2025.2465955 |
| Abstract: | Racial inequities in school discipline are well-established, but most studies have examined disparities at the school or district level rather than the individual level. Examining how individual teacher characteristics relate to discipline disparities could yield important information for consultation. We utilized a sample of 300 teachers (each teacher in eight elementary schools) to assess racial inequities in individual teacher office discipline referral (ODR) rates by teacher characteristics and attitudes. Despite the presence of higher rates of ODRs for Black students, multilevel models identified few significant differences by teacher characteristics and no significant differences by teacher attitudes. Non-special educators and intermediate grade teachers issued significantly more ODRs to Black students. No significant differences in ODR rates were detected by race/ethnicity, gender, highest degree earned, or self-reported awareness and commitment to equity. The implications for consultants around equity-focused intervention are discussed. [This paper will be published in "Journal of Educational and Psychological Consultation."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED670889 |
| Database: | ERIC |
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| Abstract: | Racial inequities in school discipline are well-established, but most studies have examined disparities at the school or district level rather than the individual level. Examining how individual teacher characteristics relate to discipline disparities could yield important information for consultation. We utilized a sample of 300 teachers (each teacher in eight elementary schools) to assess racial inequities in individual teacher office discipline referral (ODR) rates by teacher characteristics and attitudes. Despite the presence of higher rates of ODRs for Black students, multilevel models identified few significant differences by teacher characteristics and no significant differences by teacher attitudes. Non-special educators and intermediate grade teachers issued significantly more ODRs to Black students. No significant differences in ODR rates were detected by race/ethnicity, gender, highest degree earned, or self-reported awareness and commitment to equity. The implications for consultants around equity-focused intervention are discussed. [This paper will be published in "Journal of Educational and Psychological Consultation."] |
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| DOI: | 10.1080/10474412.2025.2465955 |
