The Language of Discipline in Describing Student Behaviors and Staff Supports

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Issues and Programs in Urban Education

Abstract

Growing interest in continuous improvement, data-driven instruction, and equitable discipline in schools demands closer examination of the relationship between staff practices and student outcomes. Analyzing district-wide discipline and behavioral data from ~36,000 records on ~9,000 students indicated that Black and Latino students were more likely to receive behavioral interventions despite equal numbers of disciplinary referrals. While subsequent referrals dropped after receiving interventions, applying text mining to staff’s narrative descriptions revealed different patterns in word choice associated with students’ gender and ethnicity. Since documenting events influences perceptions and actions, possible implications include adjusting expectations and supports for staff in these reports.

Author

• Norma Ming, San Francisco Unified School District