Assessing the Effect of Exclusionary Discipline on Student Academic Outcomes Kaitlin Anderson Gary Ritter Office for Education Policy University of Arkansas Presentation for the Arkansas State Board of Education November 10, 2016
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)
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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
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REFERENCES,Continued
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REFERENCES,Continued
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REFERENCES,Continued
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