Different Treatment and Disparate Impacts: Evidence on Inequities in School Discipline from a U.S. State
*Names in bold indicate Presenter
This paper presents a detailed descriptive look at school discipline data within a single rural state in the Southern U.S. using individual-level data. The context for this study is Arkansas, the 29th largest state in square miles and the 33rd most populous state in the country. In this study, we exploit seven years of student-level discipline data, achievement data, and demographic data from Arkansas to carefully scrutinize discipline disparities. This paper covers three main topics. First, we describe the extent to which certain subgroups of students (African American students in particular) are cited more frequently for misbehaviors and/or punished more frequently for misbehaviors. Second, we attempt to move the discussion away from making comparisons solely on outcomes and describe the extent to which certain subgroups of students are punished more frequently or severely for the same misbehaviors in the same schools. Third, we focus on one area in which disproportionalities by race are often in the unexpected direction – corporal punishment - and present a descriptive analysis on the types of schools and communities that still choose to use this type of disciplinary consequence.