A Profile Analysis of Districts Cited for Significant Disproportionality in Texas

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Critical Examination of Race, Ethnicity, Class, and Gender Roundtable: [Dis]Ability Injustice and the Disproportionality in School Discipline

Abstract

This study examines Texas school districts cited for significant disproportionality in representation, placement, and discipline of students with disabilities from 2021 to 2023. Using demographic, socioeconomic, and workforce data, the analysis identifies patterns among districts most frequently cited. Findings reveal that these districts often serve economically disadvantaged and racially diverse student populations, have high teacher turnover, and receive lower academic performance ratings. A mismatch between student and teacher demographics was also common, suggesting implications for bias and discipline practices. These results underscore systemic inequities across educational settings and highlight the need for policy and practice reforms to reduce exclusionary discipline, improve teacher support, and foster inclusive environments for all students.

Authors

• Katherine A. Graves, Utah State University

• Ambra Green, University of Texas - Arlington

• Megan Meredith, University of Texas - Arlington

• Kelvin Tosin Afolabi, University of Texas at Arlington

• Janine Shuman, University of Texas - Arlington