Differences in Discipline Consequence Assignment by Student Ethnicity/Race: A Multiyear, Texas Analysis

Analyzed in this study was the degree to which differences were present in discipline consequence assignments as a function of student ethnicity/race (i.e., Black, Hispanic, White, and Asian). Statewide data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2013-2014, 2014-2015, and 2015-2016 school years. For each school year, inferential statistical procedures yielded statistically significant differences. A stair-step effect was present each school year in each grade level. Black students received statistically significantly higher rates of in-school suspension and out-of-school suspension than did Hispanic, White, and Asian students. Hispanic students had statistically significantly higher rates of in-school suspension and out-of-school suspension than White and Asian students. Implications are discussed and suggestions for policy and practice are made.

Keywords: Student Ethnicity/Race, Asian, Black, Hispanic, White, In-School Suspension, Out-of-School Suspension, Middle school students.