DIFFERENCES IN EXCLUSIONARY DISCIPLINE CONSEQUENCE ASSIGNMENT BY THE ECONOMIC STATUS OF BLACK STUDENTS DETERMINED TO BE AT-RISK: A TEXAS, STATEWIDE ANALYSIS

Abstract

This study was conducted to determine the degree to which economic status was related to Discipline Alternative Education Program placement assignments for Grades 8 and 9 Black boys and Black girls who were at-risk during the 2017-2018 school year. Inferential statistical analyses of Texas statewide data revealed the presence of statistically significant differences in the number of Discipline Alternative Education Program placement assignments by the economic status of Black boys and Black girls at both grade levels. Grades 8 and 9 Black boys and girls who were at-risk and who were economically disadvantaged were assigned to statistically significantly more of these exclusionary discipline consequences than their counterparts who were not economically disadvantaged. Grade 8 Black boys who were economically disadvantaged were assigned to these exclusionary discipline consequences two times more often than Grade 8 Black boys who were not economically disadvantaged. Grade 8 Black girls who were economically disadvantaged were assigned to these exclusionary discipline consequences two-thirds more often than Grade 8 Black girls who were not economically disadvantaged. Grade 9 Black boys and Black girls who were economically disadvantaged were assigned these exclusionary discipline consequences one-third more often than their non-economically disadvantaged peers. Implications and recommendations for future research were discussed.