Disproportionality , School Discipline and Academic Achievement
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Transcript of Disproportionality , School Discipline and Academic Achievement
Disproportionality, School Discipline and Academic Achievement
Chris BorgmeierPortland State University
Schools
Goals
• Document the role of discipline disproportionality at multiple levels: (a) referrals to the office, (b) administrative decisions once a student is in
the office.
• Describe a role for school-wide positive behavioral interventions and supports Link discipline systems, academic achievement,
disproportionality
Two levels of disproportionality in discipline systems• Likelihood of referral to the office
• Likelihood of a “consequence” that results in loss of educational minutes.
• NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. Removing a student from school is a serious
decision.
Two levels of disproportionality in discipline systems• Race is not Neutral:
Disproportionality in School DisciplineRussell Skiba, Robert H. Horner, Choong-Geun Chung Karega Rausch, , Seth L. May, and Tary Tobin
In press: Journal of School Psychology
• Analysis of office discipline referral data from the school-wide information system (SWIS) 436 elementary and middle schools 205,932 students who received office discipline referrals Referrals organized by student ethnicity, type of problem behavior,
and administrative decision.
Two levels of disproportionality in discipline systems• First Finding: Students from Hispanic/Latino and
African American backgrounds were more likely to be sent to the office than their white peers.
• Logistic regression, odds ratios (1.0 = same ; >1.0 = more likely; < 1.0 = less likely)
Two levels of disproportionality in discipline systems
Elementary Schools
Middle Schools
Hispanic/Latino .76 1.71
African American 2.19 3.79
Elementary Schools:Compare proportion of students enrolled to proportion of students with an ODR
His/Latino Af Am/ Blk White All Other0
10
20
30
40
50
60
% Enrol
% ODR
% Enrolled
% with an ODR
Middle Schools:Compare proportion of students enrolled to proportion of students with an ODR
His/Latino Af Am/ Blk White All Other0
10
20
30
40
50
60
% Enrol
% ODR
% Enrolled
% with an ODR
Two levels of disproportionality in discipline systems• Second Finding: If students from
Hispanic/Latino or African American backgrounds were sent to the office, they were more likely than white students to receive a consequence that resulted in their being removed from school (suspension/expulsion)
• Odds Ratio for Consequence for all ODRs
Elementary Schools
Middle Schools
Latino/ Hispanic 1.52 1.58
African American 1.64 1.12
Elementary Schools:Likelihood of out of school suspension or expulsion compared to white students (1.0 = equal).
His/Latino Af Am/ Blk His/Latino Af Am/ Blk His/Latino Af Am/ BlkMinor Disruption Major
0
0.5
1
1.5
2
2.5
3
3.5
4
Middle Schools:Likelihood of out of school suspension or expulsion compared to white students (1.0 = equal).
His/Latino Af Am/ Blk His/Latino Af Am/ Blk His/Latino Af Am/ BlkMinor Disruption Major
0
0.5
1
1.5
2
2.5
3
3.5
4
Moving from defining the problem to defining solutions
• No simple fix. The issues of disproportionality likely lie in
multiple issues and deep societal challenges.
• Practical steps that schools can do to address discipline disproportionality. Establish a predictable, consistent, positive and
safe school-wide culture by teaching school-wide behavioral expectations
Collect and use discipline data disaggregated by ethnicity/race. (Report monthly or quarterly… not just annually)
Provide staff with the opportunity for orientation to the role of culture in discipline decision-making.
Teach with precision, intensity and effect Acknowledge appropriate behavior regularly
» Skiba et al., In press, Vincent et al., In press, Tobin & Vincent In press
Moving from defining the problem to defining solutions
Formal Research Support has yet to be documented for any of these strategies
PBIS and Discipline Disproportionality
• If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
All Students Nat Asian Af Am Latino PacIs White0
5
10
15
20
25
30
35
Students with Major ODR/100 Students Enrolledn = 69 schools
200506
200607
200708
From: Vincent, Cartledge, May & Tobin, 2009
Main Messages:
1. Reduction in ODRs occurred for all ethnic groups
2. Racial disproportionality continued, however, just at a lower level of intensity.
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
All Male AfrAm Male
Latino Male
White Male
0
5
10
15
20
25
30
35
40
45
50
Male Students with Major ODR/100 Male Students Enrolled
n = 66 schools
200506
200607
All Female AfrAm Female
Latino Female
White Female
0
5
10
15
20
25
30
35
40
45
50
Female Students with Major ODR/100 Female Students Enrolled
n = 66 schools
200506
200607
From: Vincent, Cartledge, May & Tobin, 2009
Preliminary Evidence:Illinois OSS for school using PBIS and beginning adoption
All AfrAm Hisp Other Non-W White0
5
10
15
20
25
Mean number of OSS per 100 students in IL Elem Schools (2007-2008)
Implementers (n = 152) Emerging Implementers (n = 31)
From: Eber et al., 2010 PBIS annual report
Schools using PBIS
Schools NOT using PBIS
Early Conclusion…
Nothing is inherently biased or culturally irrelevant about practices & systems of PBIS
implementation.
However, we definitely can improve kid outcomes by making enhancements that make those practices & systems more reflective of the
norms, expectations, & learning histories of kids, family & community members, & school
staff.
CULTURALY & CONTEXTUALLY
RELEVANT is used to describe & consider the
unique variables, characteristics, &
learning histories of students, educators, &
family & community members involved in the implementation of
SWPBS.
Major assumption is that effective
instructional practices & behavior &
classroom management strategies exist (Horner, Sugai, &
Anderson, 2010), & consideration must be
given to culture & context
Findings
QualitativeTotal Intervention
DescriptionReviews/ Current Issues
Case Studies
Other
21 9 8 2 2
QuantitativeTotal Records
ReviewsCase Studies Experimental
7 4 2 1
Literature Review Summary
SWPBS can be adapted easily to diverse schools & cultural norms
SWPBS promotes the most frequently recommended strategies from qualitative literature
More experimental research needed
General Guidelines
Consider educational & social validity of decisions & priorities from perspective of student, family, teacher, school, &
community
Teach, model, & acknowledge local expectations
Establish familiar, predictable, & consistent local context
Monitor progress continuously
Assess local behavior patterns, values, expectations, &norms
Adopt RtI perspective
Classroom Educator Guidelines
Use effective instructional practices & curricula
Learn, include, & use students’ culture & language in instruction & interactions
Teach social skills
Set explicit, realistic, high, & challenging expectations
Engage in equitable interactions
Decrease negative interactions
Increase positive interactions
Define from contextual perspective
Professional Development Guidelines
Use data to evaluate outcomes
View & involve parents as resources
Assess & consider their students’ cultures.
Self-assess or self-reflect cultural & contextual features & implications of their instructional & behavioral decisions
Adopt perspective that student behavior is culturally & contextually learned & influenced
Equity & PBIS
• Develop School-wide Expectations that fit local context
• Challenge School faculty/staff is often not representative of
the community How can we ensure that behavioral expectations
are representative of the community?
Team Membership
• Invite members of the community that represent the diversity to participate as PBIS team members
• Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation SW Rules & Language Behavioral Expectations Acknowledgment System & Assemblies Responses to problem behavior & Consequences
Representative Behavioral Expectations
• Actively seek feedback and participation from community members that represent the diversity within the community
• Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members Hold events to seek feedback from community
members Send out expectations grids to seek feedback
Actively use Ethnicity Data for Decision Making
Use data regularly (monthly for whole faculty…. Weekly for team)
Let the data guide what questions to ask… do not expect data to provide the answers.
Always use the data for problem solving that leads to specific action plans.
Expect different solutions in different locations.
The Ethnicity Report is the least used report within the
School-wide Information System (SWIS)
Proportion of Referrals vs Enrollment By Ethnicity
Use data regularly (monthly for whole faculty…. Weekly for team)
Let the data guide what questions to ask… do not expect data to provide the answers.
Always use the data for problem solving that leads to specific action plans.
Expect different solutions in different locations.
The Ethnicity Report is the least used report within the School-
wide Information System (SWIS)
Examining
• Provide opportunities for teachers and administrators to examine their own potential biases related to research on disproportionality
Know yourself Know your students
Review your personal data• Referrals• Responses to problem behavior & likelihood to
engage/escalate