SLIDE 1
CMP Educational Consulting Services, LLC Center for Excellence in Urban Education at Texas Southern University/College of Education 06/29/2018
SLIDE 2 School discipline is one of the most complex
problems confronting educators (Thomas, Cabran- McCabe, & McCarthy, 2009).
Discipline practices that exclude children from school
have increased since 1970. The increase is largely due to schools’ overreliance on “zero tolerance” policies (Children’s Defense Fund – Ohio, 2015).
Florida had highest rate of suspension in the country
suspending 5.1% of its elementary students and 19%
- f its secondary students. Mississippi follow with
4.8% elementary and 16% secondary.
SLIDE 3
The purpose of this study was to examine the relationship and predictability of selected demographics and school related factors on the disciplinary actions of public school students.
SLIDE 4 Critical cal Race Theory
Provides a natural lens to examine the racist and discriminatory practices associated with zero tolerance
Colorblindness does not exist in schools Public schools are not neutral in regards to
racism and discrimination
Dominant culture continues to dictate how
those who are subservient function in society
SLIDE 5
H1: There is a statistically significant relationship between demographic factors (ethnicity, gender, SES, presence of a disability) and disciplinary actions on public school students. H2: There is a statistically significant relationship between school related factors (school level and school rating) and disciplinary actions on public school students.
SLIDE 6
For the purpose of this study, an ex post facto “after the fact” research design was used to analyze data collected for the study.
SLIDE 7
The most applicable population for this investigation was students with disciplinary infractions enrolled in a large urban school district during the 2014-2015 academic year. For the purpose of this study, the population consisted of all students identified by the demographic factors (ethnicity, gender, SES, presence of a disability) and the school related factors (school level and school rating).
SLIDE 8
To determine the significance of the relationship the researcher utilized the logistic regression.
Extension of the multiple regression Utilized for an analysis of data when dependent
variable is categorical or discrete
Capacity to analyze variables of all types:
continuous, dichotomous, and discrete (Hinkle, Wiersma, Jurs, 2003; Tabachnick & Fidell, 1996).
SLIDE 9
H1: There is no statistically significant relationship between demographic factors (ethnicity, gender, SES, presence of a disability) and disciplinary actions on public school students.
SLIDE 10 Table 8 Overall Model Fit Results Regarding the Relationship between Demographic Factors and Disciplinary Actions ____________________________________________________________________________ Model Chi Square df P Final 6.163 4 .187
- 2 Log Likelihood = 365.017; NagelKerke R Square = .029
SLIDE 11 TABLE 10 Regression Coefficients Regarding the Relationship between Ethnicity, Gender, SES, Presence of Disability and Disciplinary Actions Variable B SE Wald df P__ Exp (B) _ Ethnicity
- .069 .076 .827 1 .363 .933
Gender
- .547 .255 4.604 1 .032* .579
SES
- .042 .257 .027 1 .870 .959
Disability .267 .272 .964 1 .326 1.30 Constant 1.509 .709 *Significant at the .05 level
SLIDE 12
H2: There is no statistically significant relationship between school related factors (school level, school rating) and disciplinary actions on public school students.
SLIDE 13 Table 11 Overall Model Fit Results Regarding the Relationship between School Related Factors and Disciplinary Actions ____________________________________________________________________________ Model Chi Square df P Final 8.353 2 .015*
- 2 Log Likelihood = 363.107; Nagel Kerke R Square = .039
*Significant at the .05 level
SLIDE 14 TABLE 13 Regression Coefficients Regarding the Relationship between School Rating, School Level and Disciplinary Actions Variable B SE Wald df P__ Exp (B) _ School Rating .688 .242 8.072 1 .004** 1.990 School Level - .136 .158 .742 1 .389 .873 Constant
**Significant at the .01 level
SLIDE 15
From the results of this study, the following conclusions were generated:
Gender was a significant independent
predicator of disciplinary actions among public school students.
School rating was found to be a significant
independent predictor of disciplinary actions among public school students.
SLIDE 16 Examine the effect that trauma has on
student discipline.
Examine the lack of diversity in the teacher
population across the United States.
Recruit, hire, and train culturally competent
educators.
Study the degree of bias in the administration
- f disciplinary actions, especially for Black
males.
SLIDE 17
cmpedu@yahoo.com/(504) 266-8273 Link nkedIn: edIn: Chanel M. Payne Facebo ebook:
- k: CMP Educational Consulting
Services, LLC Instagra stagram: cmpedu Twi witter: r: @cmpedu
