When Monday Comes: Exclusionary Discipline for African Americans, Hispanics, Students with Disabilities, and Students from Lower Socioeconomic Backgrounds in the State of Texas
type: CreativeWork
description: Background/Problem Statement: National data shows the use of exclusionary discipline causes disproportionality and overrepresentation in school discipline. Research shows that African Americans, Hispanics, and students with disabilities have been placed in Discipline Alternative Education Programs (DAEPs) at higher rates than other student subgroups. Purpose/Research: The study examined the rates and trends of placement into DAEPs over a 5-year period for African American and Hispanic students, students with disabilities, and students from low socioeconomic backgrounds in the state of Texas and in Region 4. Specifically, the study addressed the following research questions, (1) What is the rate of placement into a DAEP for subgroups of students based on race/ethnicity, special education eligibility, and socioeconomic status in Texas and Region 4 from 2013 to 2018?; (2) What is the rate of referrals for discretionary versus mandatory placements into a DAEP for these same subgroups of students in Texas and Region 4?; and (3) What is the rate of placement into a DAEP, both mandatory and discretionary, by race/ethnicity within Region 4’s five largest (ISDs) from 2017–2018?. Methods: This study was quantitative and relied on a descriptive research design to analyze variables of interest. Data was retrieved electronically from Texas Education Agency (TEA) and examined discipline practices across race/ethnicity, disability, and/or social economic status. These analyses were conducted using historical data in Texas, Region 4, and within Region 4’s five largest (ISDs). The sample period was from 2013 to 2018 and the population of students included all students placed into a DAEP setting in the public-school system in Texas, Region 4, and within Region 4’s five largest (ISDs), for a period of one year, 2017–2018. Results: Overall DAEP percentages show that African Americans, students with disabilities, and students from low-SES backgrounds were over-represented as students as…
abstract: Background/Problem Statement: National data shows the use of exclusionary discipline causes disproportionality and overrepresentation in school discipline. Research shows that African Americans, Hispanics, and students with disabilities have been placed in Discipline Alternative Education Programs (DAEPs) at higher rates than other student subgroups. Purpose/Research: The study examined the rates and trends of placement into DAEPs over a 5-year period for African American and Hispanic students, students with disabilities, and students from low socioeconomic backgrounds in the state of Texas and in Region 4. Specifically, the study addressed the following research questions, (1) What is the rate of placement into a DAEP for subgroups of students based on race/ethnicity, special education eligibility, and socioeconomic status in Texas and Region 4 from 2013 to 2018?; (2) What is the rate of referrals for discretionary versus mandatory placements into a DAEP for these same subgroups of students in Texas and Region 4?; and (3) What is the rate of placement into a DAEP, both mandatory and discretionary, by race/ethnicity within Region 4’s five largest (ISDs) from 2017–2018?. Methods: This study was quantitative and relied on a descriptive research design to analyze variables of interest. Data was retrieved electronically from Texas Education Agency (TEA) and examined discipline practices across race/ethnicity, disability, and/or social economic status. These analyses were conducted using historical data in Texas, Region 4, and within Region 4’s five largest (ISDs). The sample period was from 2013 to 2018 and the population of students included all students placed into a DAEP setting in the public-school system in Texas, Region 4, and within Region 4’s five largest (ISDs), for a period of one year, 2017–2018. Results: Overall DAEP percentages show that African Americans, students with disabilities, and students from low-SES backgrounds were over-represented as students as…
author: Dandridge, Cheryl
language: eng
keywords: DAEP, exclusionary discipline, overrepresentation, disproportionality, school to prison pipeline, zero tolerance,
date published: 2020-05
date modified: 2026-07-24T02:32:34Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/6679