Continuing the Great Debate: Illuminating Discipline Disparities in Texas Charter and Traditional Public Schools

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Disparities and Differences: Examining Charter Schools Outcomes

Abstract

Persistent racial and disability disparities in school discipline remain a critical issue, yet limited research explores how these patterns differ between charter and traditional public schools. This study analyzes 2016–2023 Texas district-level data on exclusionary discipline (ISS, OSS, expulsions, alternative placements) using two-way fixed-effects negative binomial regression. We examined how race, socioeconomic status, and special education status interact with school type. Charter schools showed significantly higher expulsion rates and unexpected “charter penalties” for Asian students in ISS/OSS rates, while White students experienced fewer suspensions. Patterns for DAEP and JJAEP placements were mixed. Findings highlight how school type shapes disciplinary outcomes and underscore the need for policy reforms to promote equitable discipline practices. Implications for policy will be discussed.

Authors

• Nikita Azinnia McCree, University of Missouri

• Katherine A. Graves, Utah State University

• Ambra Green, University of Texas - Arlington

• Kelvin Tosin Afolabi, University of Texas at Arlington