TY - JOUR
T1 - Exclusionary discipline of students with disabilities
T2 - Student and school characteristics predicting suspension
AU - Sullivan, Amanda L.
AU - Van Norman, Ethan R.
AU - Klingbeil, David A.
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2014.
PY - 2014/7
Y1 - 2014/7
N2 - Given the negative outcomes associated with suspension, scholars and practitioners are concerned with discipline disparities. This study explored patterns and predictors of suspension in a sample of 2,750 students with disabilities in 39 schools in a Midwestern district. Hierarchical generalized linear modeling demonstrated that disability type, gender, race/ethnicity, and free/reduced lunch status were significant predictors of suspension among students with disabilities. Adjusting for gender and race/ethnicity attenuated suspension risk associated with disability type, and adjusting for studentlevel socioeconomic variables attenuated risk associated with race/ethnicity, but significant disparities remained. School characteristics were not predictive of suspension risk, but their inclusion in the models was associated with increased risk of suspension among students with emotional disturbance. Results underscore the value of multilevel modeling when identifying predictors of suspension and the need to explore a wider variety of classroom and school factors that may account for inequitable discipline.
AB - Given the negative outcomes associated with suspension, scholars and practitioners are concerned with discipline disparities. This study explored patterns and predictors of suspension in a sample of 2,750 students with disabilities in 39 schools in a Midwestern district. Hierarchical generalized linear modeling demonstrated that disability type, gender, race/ethnicity, and free/reduced lunch status were significant predictors of suspension among students with disabilities. Adjusting for gender and race/ethnicity attenuated suspension risk associated with disability type, and adjusting for studentlevel socioeconomic variables attenuated risk associated with race/ethnicity, but significant disparities remained. School characteristics were not predictive of suspension risk, but their inclusion in the models was associated with increased risk of suspension among students with emotional disturbance. Results underscore the value of multilevel modeling when identifying predictors of suspension and the need to explore a wider variety of classroom and school factors that may account for inequitable discipline.
KW - Discipline
KW - Disproportionality
KW - Multilevel modeling
KW - Students with disabilities
KW - Suspension
UR - http://www.scopus.com/inward/record.url?scp=84927654082&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84927654082&partnerID=8YFLogxK
U2 - 10.1177/0741932513519825
DO - 10.1177/0741932513519825
M3 - Article
AN - SCOPUS:84927654082
SN - 0741-9325
VL - 35
SP - 199
EP - 210
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 4
ER -