Exploring School-Level Predictors of Discipline Characteristics in Connecticut's Public High Schools: What Do the Data Reveal About Racial Disparities?

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Exploring Racial Disparities in Exclusionary School Discipline Policy (Table 9)

Abstract

This study investigated the discipline characteristics for high schools in Connecticut through a series of correlational analyses. It explored the characteristics of exclusionary discipline practices in public high schools located in Connecticut. Specifically, this study investigated the relationship between discipline characteristics, the number of counselors, social workers, psychologists, teacher racial composition, and the number of instructional specialists in Connecticut public high schools. It was found that any statistical relationships were not present when the district-level SES was controlled. Results of this study suggest that discipline characteristics for public high schools in Connecticut continue to reinforce racial inequities.

Authors

• rayna northcutt
  Presenting Author

• Jacob Sale Werblow, Central Connecticut State University
  Presenting Author