Assessing the Effect of Exclusionary Discipline on Student Academic

Outcomes

KaitlinAndersonGaryRitter

OfficeforEducationPolicyUniversityofArkansas

PresentationfortheArkansasStateBoardofEducationNovember10,2016

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Agenda1. IntroductionandMotivation2. Revisittimetrends3. Revisitdisproportionalities4. Asknewquestions:– Whatistheimpactofexclusionarydisciplineonstudentacademicachievement?

– Doesexclusionarydisciplineaffectacademicachievementofcertainsubgroupsdifferently?

5. ConclusionandResources

IntroductionandMotivation

IntroductiontoArkansasAct1329• OEPhasbeenpresentingregularlyinresponsetoAct1329:– Disproportionalities• Therearedisparitiesforbothsubjectiveandobjective typesofinfractions

• Mostbutnotallofthesedisparitiesaredrivenbybetweenschooldifferencesratherthanwithinschooldifferences

– Differencesacrosstypesofschools• Non-whitestudentsaremorelikelytoattend“high-discipline”schools

– Timetrends

MotivationforThisStudy• Exclusionarydiscipline(suspensions/expulsions) and

zerotoleranceassociatedwith:

– loweracademicachievement(Raffaele-Mendez, 2003;Skiba &Rausch,2004;Rausch&Skiba,2005;Arcia,2006;Beck&Muschkin,2012;Cobb-Clarketal.,2015)

– schooldrop-outandgraderetention(Raffaele-Mendez, 2003;Fabeloetal.,2011;Balfanz etal.,2014;Marchbanks etal.,2014;Cobb-Clarketal.,2015)

– involvementinthejuvenilejusticesystem(Balfanz etal.,2003;Nicholson-Crottyetal.,2009;Fabelo etal.,2011)

• Disproportionateratesofexclusionformarginalized/disadvantagedstudents(Skiba etal.,2002;Losen &Skiba,2010;Skiba etal.,2011;Anyon etal.,2014;Skiba etal.,2014;Losen etal.,2015;Sartainetal.,2015;Anderson&Ritter,2015;Anderson&Ritter,2016)

MovingTowardCausalImpactsPreviousworkisonlycorrelational;greatpotentialforreversecausality:

• Weseesuspensionsprecedelowacademicperformance(Rausch&Skiba,2005;McIntoshetal.,2008;Balfanz etal.,2014;Cobb-Clarketal.,2015)

• Suspensionsandlossofinstructionaltimeareassociatedwithloweracademicachievement(Davis&Jordan,1994;Scott&Barrett,2004)

• Butlowacademicachievementisalsopredictiveofavarietyofundesirablebehaviorsinthefuture(Miles&Stipek2006;Arcia,2006;Choi2007;McIntoshetal.,2008)

GoalsforTodayI. RevisittimetrendsII. RevisitdisproportionalitiesIII. Asknewquestions:– Whatistheimpact ofexclusionarydisciplineonstudentachievement,measuredbystudenttestscores?

– Doesexclusionarydisciplineaffectacademicachievementofcertainsubgroupsdifferently?• Low- versushigh-performingstudents• Bygradelevel• SocioeconomicStatus(FRL)• Byrace/ethnicity

TimeTrends

41,483 39,935 36,973 37,886 40,433 42,539 48,018

125,539 121,638 119,361 118,020 105,616158,908

207,206

-

50,000

100,000

150,000

200,000

250,000

300,000

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

ReportedConsequenceTypesOverTime

TotalExclusionary TotalNon-Exclusionary

Asa%oftotal,exclusionarydisciplinehasdecreasedoverpastfewyears,butbothbucketshaveincreased(perhapsimprovedreporting).

-

10,000

20,000

30,000

40,000

50,000

60,000

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

ExclusionaryConsequencesOverTime

Out-of-SchoolSuspension Expulsion

-

50,000

100,000

150,000

200,000

250,000

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Non-ExclusionaryDisciplineOverTime

In-SchoolSuspension Other CorporalPunishment NoAction ALE

RevisitingDisproportionalities

WhataretheOUTOFSCHOOLSUSPENSIONratesforvarioussubgroupsofstudents?

KeyTakeaways:1. African-Americanstudentsareover-represented inOSSrates2. Rateshaveincreasedoverthepastfewyears

4

25

4 54

26

4 55

29

5 6

- 5

10

15

20

25

30

35

White AfricanAmerican

Hispanic OtherRaces

IncidencesPer100Students

FrequencyofOutofSchoolSuspension

2012-13

2013-14

2014-15

WhataretheEXPULSIONratesforvarioussubgroupsofstudents?

KeyTakeaways:1. African-Americanstudentsareover-represented inExpulsion

rates2. Yettheseratesoverallarequite low

0.04

0.07

0.03 0.030.04

0.11

0.030.04

0.03

0.06

0.03 0.02

-

0.02

0.04

0.06

0.08

0.10

0.12

White AfricanAmerican

Hispanic OtherRaces

IncidencesPer100Students

FrequencyofExpulsion

2012-13

2013-14

2014-15

WhataretheCORPORALPUNISHMENTratesforvarioussubgroupsofstudents?

KeyTakeaways:1. African-Americanstudentsareover-represented inCorporal

Punishment Rates2. Overallratesrelativelystableoverpastfewyears

4

7

1

2

4

8

1

2

4

7

12

- 123456789

White AfricanAmerican

Hispanic OtherRaces

IIncidencesPer100Students

FrequencyofCorporalPunishment

2012-13

2013-14

2014-15

DifferencesAcrossSchoolTypes

• Compared2014-15disciplineratesinschoolswithhighandlownon-whitepopulations

• Focusonthreemostcommonconsequences(ISS,OtherAction,andOSS),representing91%ofallconsequences

Highdisciplineschoolstendtoservemorenon-whitestudents.

13

14

15

25

33

21

16

17

17

21

31

21

5

5

6

11

25

11

- 20 40 60 80 100

Quintile5(0- 7%Minority)

Quintile4(8- 17%Minority)

Quintile3(18- 37%Minority)

Quintile2(38- 60%Minority)

Quintile1(61- 100%Minority)

ARTotal

ISS OtherAction OSS

NumberofSchoolsin

EachQuintile:

200

197

193

195

199

Whatistheimpact ofexclusionarydisciplineonstudentachievement,measuredbystudenttestscores?

Howdoesexclusionarydisciplinerelatetostudentacademicperformance?

LowAchievement

DisengagedStudent

BadBehavior

Suspensionandlostinstruction

Othershocktostudent’s

life?

Howdoesexclusionarydisciplinerelatetostudentacademicperformance?ONLYCORRELATIONAL

0 10 20 30 40 50 60 70

BelowBasic

Basic

Proficient

Advanced

IncidencesPer100Students

DisciplinaryRatesbyMathProficiencyLevel

OSS ISS TotalInfractions

Howdoesexclusionarydisciplinerelatetostudentacademicperformance?ASSESSINGCAUSALITY

Onerigorousmethod:

Testhowexclusionarydisciplineaffectsastudent’stestscoretrajectory(“studentfixedeffects”)

StudentFixedEffectsMethod

TypicalTrajectory

WithExposuretoExclusionaryDiscipline

-0.27

-0.15

-0.11 -0.03 -0.01

-0.3

-0.25

-0.2

-0.15

-0.1

-0.05

0ZeroControls Addcontrolsfor

infractionsreported

Schoolyear,gradelevel,and

district

Studentdemographicsandprioryeartestscores

StudentFE(constantindividualstudent

characteristics)

St.D

ev.TestScoreIm

pacts

Per-incident“effect”ofexclusionaryconsequenceonnextyear’smathtestscores

Howisexclusionarydisciplinerelatedtofuturemathtestscores?

PURELYCORRELATIONAL

MORECAUSAL

WeseeaverysimilarstorywithELA….

Butaredifferenttypesofstudentsaffecteddifferently?

-0.01

-0.01

-0.01

-0.01

-0.02 -0.01

-0.02

-0.01

0.00

MATH ELA

EffectofExclusionaryDisciplinebyRacialSubgroup

White Black Non-White

Non-whitestudents’testscoresareharmedslightlymorethanwhitestudents’testscores.

-0.02

-0.01

-0.01

0.00

-0.02

-0.01

0.00

MATH ELA

EffectofExclusionaryDisciplinebyPriorYearTestScores

BelowAverageTestScore AboveAverageTestScore

Lowerperformingstudentsareharmedmorebyexclusionarydiscipline.Higher-performingELAstudentsunharmedinELA.

-0.02

0.00

-0.01 -0.01

-0.02

-0.01

0.00

MATH ELA

EffectofExclusionaryDisciplinebyFRLStatus

Non-FRL FRL

Inmath,non-FRLstudentsmaybeharmedmore,butinELA,non-FRLstudentsappearunharmed.

Conclusion• Needforrigorousmethodstoaddressreversecausality

• Slightnegativeimpactsonacademicoutcomesforstudentswhoareexcludedfromthelearningenvironmentmoreoften

• Moreharmfulforstudentswhoarealreadylowerperformingandforminoritystudents

• Giventhattherearedisproportionalitiesintheadministrationofstricterpunishments,particularlyacrossschools,whatresourcesareavailable?

Resources– AsofMay2015,lawsin22statesandDCrequireorencouragelimitinguseofexclusionarydiscipline,implementmorenon-punitivestrategies(Steinberg &Lacoe,2016)

– Someevidencethatchangestostudentcodesofconductcanbeeffective(Lacoe &Steinberg,2016;Mader etal.,2016)

– Littlerigorousevidenceonalternativeschool-basedstrategies:

• Non-experimentalevidencesupportsResponsetoIntervention(Fairbanksetal,2007),restorativejustice(Fronius etal,2016)orsomecombination (Collins-Ricketts&Rambo,2015)

• ExperimentalstudiesfindbenefitsofPBIS(Flanneryetal.,2014;(Horneretal.,2009)

FutureResearch• Alternativestrategies/solutions

– Qualitativeresearchtofurtherunderstandschool-levelimplementationofdisciplinepolicy(strengths,weaknesses,challenges,opportunities)andrelationshiptoschoolclimateandacademicperformance

– Rigorousassessment(randomassignment)ofPBIS,restorativejustice,orotheralternatives

• Anotherissuewedon’tcoverinthisstudy:

– School-wide/system-wideorpeereffects

– Impactsonthenon-suspendedstudentsarehypothesizedtoeitherbepositive(Burke&Herbert,1996;Kinsler,2013)ornegative(Perry&Morris,2014)

Questions?kaitlina@uark.edugaryr@uark.eduoep@uark.edu

www.officeforeducationpolicy.org

REFERENCES

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Anderson,K.P.&Ritter,G.W.(2016).Disparateuseofexclusionarydiscipline:EvidenceoninequitiesinschooldisciplinefromaU.S.State. EDREWorkingPaper2016-14accessibleat:http://www.uaedreform.org/downloads/2016/09/disparate-use-of-exclusionary-discipline-evidence-on-inequities-in-school-discipline-from-a-u-s-state.pdf

Anyon,Y.,Jenson,J.M.,Altschul,I.,Farrar,J.,McQueen, J.,Greer,E.,Downing,B.,&Simmons,J.(2014).Thepersistenteffectofraceandthepromiseofalternativestosuspensioninschooldisciplineoutcomes.ChildrenandYouthServicesReview,44, 379-386.

Arcia,E.(2006).Achievementandenrollmentstatusofsuspendedstudents:Outcomesinalarge,multiculturalschooldistrict.EducationandUrbanSociety,38(3),359-369.

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REFERENCES,Continued

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Fabelo,T.,Thompson,M.D.,Plotkin,M.,Carmichael,D.,Marchbanks,M.P.,&Booth,E.A.(2011).BreakingSchools’Rules:AStatewideStudyofHowSchoolDisciplineRelatestoStudents’SuccessandJuvenileJusticeInvolvement. TheCouncilofStateGovernmentsJusticeCenter&PublicPolicyResearchInstitute.

Fairbanks,S.,Sugai,G.,Guardino,D.&Lathrop,M.(2007).Responsetointervention:Examiningclassroombehavior supportinsecondgrade.ExceptionalChildren,73(3),288-310.

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Fronius,T.,Persson,H.,Guckenberg,S.,Hurley,N.,&Petrosino,A.(2016).RestorativejusticeinU.S.schools:Aresearchreview.WestEd.Retrievedfrom:http://jprc.wested.org/wp-content/uploads/2016/02/RJ_Literature-Review_20160217.pdf

Horner,R.H.,Sugai,G.,Smolkowski,K.,Eber,L.,Nakasato,J.,Todd,A.W.,&Esperanza,J.(2009).Arandomized,wait-listcontrolledeffectivenesstrialassessingschool-widepositivebehavior supportinelementaryschools.JournalofPositiveBehaviorInterventions,11(3),133-144.

Kinsler,J.(2013).Schooldiscipline:Asourceor salvefortheracialachievementgap?InternationalEconomicReview,54(1),355-383.

Lacoe,J.R.,&Steinberg,M.P.(2016).Rollingbackzerotolerance:Theeffectofdisciplinepolicyreformonsuspensionusage,schoolclimate,andstudentachievement.Manuscriptinpreparation.

REFERENCES,Continued

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McIntosh,K.,Flannery,K.B.,Sugai,G.,Braun,D.H.,&Cochrane,K.L.(2008).Relationshipsbetweenacademicsandproblembehaviorinthetransitionfrommiddleschool tohighschool. JournalofPositiveBehaviorInterventions,10(4),243-255.

Miles,S.B.&Stipek,D.(2006).Contemporaneousandlongitudinalassociationsbetweensocialbehaviorandliteracyachievementinasampleoflow-incomeelementaryschoolchildren.ChildDevelopment,77(1),103-117.

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Raffaele-MendezL.M.(2003).Predictorsofsuspensionandnegativeschooloutcomes:Alongitudinalinvestigation.NewDirectionsforYouthDevelopment, No.99.

REFERENCES,Continued

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