Investigating the Impact of Exclusionary Practices on High School Graduation: Promoting Equity in One District

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

The number of students that are suspended or expelled from school has continued to grow over the last 40 years (Burke & Nishioka, 2014). The purpose of this research was to consider the impact of exclusionary practices (i.e., suspensions and expulsions) on graduation from high school in one urban school district in the Pacific Northwest. The objective was to determine if there was a relationship between students who were excluded from school through suspensions or expulsions during high school and their graduation rates.

Theoretical Framework

Using the frameworks of Social Bond Theory and Reintegrative Shaming Theory, this study investigated how inclusive disciplinary practices work to reduce recidivism, change school culture, and ultimately support academic achievement in schools. Social Bond Theory suggests that if a student is connected to peers, has pride in his or her school, and believes in the norms and values of the school, the student will be deterred from deviant behavior (Godenzi, Schwartz, & Dekeseredy, 2001). Reintegrative Shaming Theory, introduced by Braithwaite (2004), states that shaming, labeling, or stigmatizing the perpetrator causes a greater negative impact of offensive behavior for all involved.

Methods and Data Sources

Methods for this study included analyzing five years of district-provided student discipline data and investigating the impact on the 2013 and 2014 cohort graduation data. Data were analyzed in SPSS using descriptive statistics, chi-square, independent t-tests, and Spearman’s Rho correlations. The relationship between graduation rates and exclusions were disaggregated by the following variables: gender, ethnicity, students with disabilities, socioeconomic status, and English Language Learners.

Substantiated Conclusions

Results of the data analysis indicated that students with exclusions from school were less likely to graduate than their non-excluded peers. As the number of infractions and days of exclusion increased, the percentage of students that graduated decreased. The data indicated that students with even just one infraction or day of exclusion were negatively impacted in terms of graduation status. Fifty-eight percent of students that were excluded for one half day to one and a half days graduated and 62% of students that were excluded for one or two infractions graduated, as compared to 78% of students no infractions. The percent of students that graduated fell to 31% with 15.5 or more days of exclusion. Finally, there was a negative relationship between graduation rates, total number of infractions, and the total number of days excluded.

Significance

This report provided insight into the impact of exclusionary discipline policies and practices for one school district. The research experience also provided Ed.D. students with the opportunity to apply academic quantitative research practices to authentic district data. The Ed.D. students learned first hand the importance of clear and concise data sets for analysis. This research has had lasting effects: in addition to learning from the process of completing this project, students have been able to use the content gained to inform their practice as educators in a public school setting.

Authors

• Zulema Naegele, De La Salle North Catholic High School

• Tracy Klinger, Gresham Barlow School District