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Report: Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

Report » Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

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Categories

EQUITY, disproportionality, BEHAVIOR INTERVENTION, dropout prevention, TOPICAL BRIEF

Areas

PRACTITIONER:group practice and professional learning

Authors

Martha Countinho, Donald Oswald, Equity Alliance at ASU

Published

2004, 7/31/2007

Publisher

NCCRESt

Abstract

The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately referred for disciplinary action and more frequently subjected to harsh disciplinary measures, such as corporal punishment, even when less obtrusive alternatives have been available. The author reviews the negative procedural, practical, and perceptual factors that contributes to the racial disproportionality in school disciplinary practices and continues to plague issues of discipline and race in American school systems today. He concludes by discussing the recommendations for reducing disproportionate exclusionary disciplinary practices.

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