Browsing by Subject "Discretionary removal"
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Item Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas(2016-08) Pitsch, Troy Laine; Gooden, Mark A., 1971-; Sáenz, Victor B; Bigler, Rebecca S; Jellison Holme, Jennifer; Vasquez Heilig, JulianAfrican American students are being excluded from the classroom in public schools at rates disproportionately higher than other student subgroups. This is being done by campus administrators using a practice known as ‘Discretionary Removal’ which allows them to remove students for disciplinary purposes. These removals are damaging to student learning and achievement, and further widen the learning gap between African American students and other races. Additionally, they have been shown to contribute to additional involvement in school disciplinary processes, an increased risk of dropping out, incarceration, and limited economic opportunity for large numbers of African Americans. In Texas public schools the implementation of certain provisions of Texas Education Code Chapter 37, namely the use of discretionary removal as a disciplinary consequence, has impacted students unequally for decades depending on their race. Current rates of removal for African American students in Texas are two-and-a-half times greater on average than any other student group. This disproportionality has been amplified by increased rates of discretionary removal overall among Texas public schools, adding yet another dimension to this complex issue. This qualitative case study attempts to demonstrate that the policies designed to help manage student behavior are not race-neutral, because the processes used to implement them are relatively arbitrary, responsive to student race and, therefore, inequitable. The value of this study lies in the interrogation of a subjective power that is widely used by school officials in Texas more often against Black students, with the assumption that schools are better when students who violate the code of conduct are removed. As we continue to develop an understanding about the racial gap in student discipline and the negative impact of student suspensions, it is imperative to evaluate the processes that drive decisions by school administrators to punish some students more harshly than others.Item A disparate impact? : Understanding the relationship between discretionary removal, special education, and African American students(2012-05) Homer, Bonita Renee; Vasquez Heilig, Julian; Yates, James; Gooden, Mark; Brummett, Barry; Macke, WillisyThe overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue. An examination of extant literature suggests that African American students are more likely to be referred to special education; placed in a stigmatizing disability category; educated in a restricted educational settings; and least likely to return to a general classroom setting. Equally disturbing, these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers. This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities, psychological image, long-term goals and aspirations, and their overall quality of life. The purpose of this study was to determine the relationship between discretionary removal, special education, and African American students. More specific, this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37, and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate. The findings for this study, revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average. Chi-square results revealed a relationship between discretionary removal and Latina/o and White students and students who were identified as economically disadvantaged. In addition, logistic regression results showed ethnicity for Latina/o student who were served by special education was a significant predictor for discretionary removal. Conversely, disability category, economic status, and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal. Moreover, African Americans who were not evident in the chi-square analysis were significantly associated with discretionary removal. Furthermore, interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability.