Discipline referrals and access to secondary level support in elementary and middle schools: Patterns across African-American, hispanic-American, and white students

Claudia G. Vincent, Tary J. Tobin, Leanne S. Hawken, Jennifer L. Frank

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Given documented racial/ethnic disproportionality in disciplinary referrals and strong recommendations to base provision of secondary level supports on data, we explored whether students from various racial/ethnic groups have equitable access to secondary supports. We disaggregated discipline data from 155 elementary and 46 middle schools by student race/ethnicity and behavioral risk level to assess the extent to which different racial/ethnic groups were disproportionately represented among students at each risk level and students receiving secondary support. Outcomes indicated that Hispanic- American and White students were underrepresented among students with multiple disciplinary referrals, while African-American students were overrepresented. African-American students were over-represented among students receiving secondary support in elementary schools but were less likely to receive this support in middle schools. Across all schools, number of referrals as well as race/ethnicity emerged as statistically significant predictors of access to secondary level support. Limitations to the current investigation and recommendations for future research are provided.

Original languageEnglish (US)
Pages (from-to)431-458
Number of pages28
JournalEducation and Treatment of Children
Volume35
Issue number3
DOIs
StatePublished - Jan 1 2012

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Hispanic Americans
African Americans
elementary school
Referral and Consultation
Students
student
Ethnic Groups
ethnic group
ethnicity
American
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Discipline referrals and access to secondary level support in elementary and middle schools : Patterns across African-American, hispanic-American, and white students. / Vincent, Claudia G.; Tobin, Tary J.; Hawken, Leanne S.; Frank, Jennifer L.

In: Education and Treatment of Children, Vol. 35, No. 3, 01.01.2012, p. 431-458.

Research output: Contribution to journalArticle

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