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ERIC Number: EJ1430032
Record Type: Journal
Publication Date: 2024
Pages: 59
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: EISSN-1532-7671
Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School
Kaitlin P. Anderson; Sarah McKenzie
Journal of Education for Students Placed at Risk, v29 n3 p207-265 2024
At least 16 states have limited exclusionary discipline for elementary age students, but little is known about the effects of these policies on discipline rates and disproportionality. This paper tests whether a limit on exclusionary discipline in grades K-5 in Arkansas impacted the likelihood of suspension and expulsion overall, for different student subgroups, and in different types of schools. Using a comparative interrupted time series approach, we find the policy - which included exceptions that could be interpreted subjectively - reduced the risk of suspension or expulsion in grades K-5, but that students who are not Black, students without disabilities, and more economically advantaged students experienced larger reductions in suspension and expulsion risk. Implications and limitations are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas
Grant or Contract Numbers: N/A