BLACK STUDENT DISCIPLINARY CONSEQUENCES BY GRADE SPAN CONFIGURATION: A TEXAS, MULTIYEAR INVESTIGATION

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Published: 2019-04-06

Page: 1-11


ROOSEVELT WILSON

Spring Independent School District, Texas, USA.

REBECCA BUSTAMANTE

Sam Houston State University, Texas, USA.

GEORGE W. MOORE

Sam Houston State University, Texas, USA.

JOHN R. SLATE *

Sam Houston State University, Texas, USA.

*Author to whom correspondence should be addressed.


Abstract

Examined in this study were the effects of grade span configuration on disciplinary consequence assignments and the reasons for disciplinary consequence assignments for Black boys and Black girls in Texas schools.  The results of the study were statistically significant for each of the three school years examined.  Higher percentages of Black boys and Black girls who were enrolled in middle school settings were assigned to a Disciplinary Alternative Education Program placement than were their peers in KG-8 school settings.  Code of Conduct violation, fighting, and serious/persistent misconduct were top reasons for disciplinary consequences assignment.  Code of Conduct violation consequence assignment was highest among students enrolled in KG-8 school settings. 

Keywords: Grade span configuration, discipline consequences, Black students, middle school, K-8 school, discipline disproportionality.


How to Cite

WILSON, R., BUSTAMANTE, R., MOORE, G. W., & SLATE, J. R. (2019). BLACK STUDENT DISCIPLINARY CONSEQUENCES BY GRADE SPAN CONFIGURATION: A TEXAS, MULTIYEAR INVESTIGATION. Asian Journal of Arts, Humanities and Social Studies, 2(1), 1–11. Retrieved from https://ikprress.org/index.php/AJAHSS/article/view/4538

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