Open Access

Peer-reviewed

Research Article

Main Article Content

Edward L Lopez
John R Slate corresponding author

Abstract

In this investigation, the extent to which Disciplinary Alternative Education Program placement assignments differed as a function of ethnicity/race (i.e., Black, Hispanic, White, Asian) for Grade 6, 7, and 8 boys was determined.  Archival data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2011-2012, 2013-2014, 2014-2015, and 2015-2016 school years.  Inferential statistical procedures yielded statistically significant differences for all four school years with below small effect sizes.  For each year, in each grade level, a stair-step effect was present.  Grade 6 through Grade 8 Black boys received a Disciplinary Alternative Education Program placement statistically significantly more often than their peers at all three grade levels.  Similarly, Grade 6 through Grade 8 Hispanic boys received statistically significantly more instances of a Disciplinary Alternative Education Program placement than did White and Asian boys.  Recommendations for research and implications are discussed along with suggestions for policy and practice.

Keywords
disciplinary inequities, Disciplinary Alternative Education Program placements, ethnicity-race, Black, Hispanic, White, Asian, Grade 6, 7 and 8 boys

Article Details

How to Cite
Lopez, E., & Slate, J. (2020). Ethnic/Racial disparities in Disciplinary Alternative Education Program placements for Texas Grade 6, 7 and 8 boys: A statewide, multiyear analysis. Advances in Educational Research and Evaluation, 1(1), 33-42. https://doi.org/10.25082/AERE.2020.01.006

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