{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/28959"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/28959","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Relationship between Student Discipline Disproportionality and High School Dropout Rate","abstract":"Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate. Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. The findings indicated that there was indeed discipline disproportionality among African American, Hispanic, and Caucasian students. However, the evidence indicating a relationship between disproportionality and dropping out was not conclusive. Based on the findings, implications for educational practice are advanced. In addition, recommendations for further research are set forth.","abstract_html":"Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate. Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. 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