Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

• In Event: Evidence Syntheses of Cognitive, Social, and Behavioral Processes and Practices Across Learning Contexts

Abstract

The purpose of this literature synthesis was to examine the effectiveness of school-based interventions in reducing disproportionate discipline practices. We analyzed articles that assessed intervention effects using at least one outcome variable that represented reducing exclusionary discipline for marginalized students, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated outcomes by race, ethnicity, gender, disability, and/or other sociodemographic categories. We identified 19 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction with interaction terms. Results indicate limited evidence that existing programs available to schools can rectify discipline disproportionality, and findings identify promising areas for future research and policy.

Authors

• Rebecca A Cruz, Johns Hopkins University

• Allison Firestone, University of California - Berkeley