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Findings indicate greater likelihood of exclusionary discipline for Latinx students with and without disabilities than White students, but lower than Black students, with implications for research and practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study measure disciplinary exclusion practices?","Question",{"text":63,"@type":64},"It examines disciplinary exclusion practices for Latinx students with and without disabilities across the United States using risk ratios and weighted mixed-effect models.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What dataset and time period are used in the analysis?",{"text":68,"@type":64},"The study uses the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study find about Latinx students compared with White students and Black students?",{"text":72,"@type":64},"Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black 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Analysis  \nBehavioral Disorders 2021, Vol. 47(1) 3–13  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0198742920961356](DOI: 10.1177/0198742920961356)[ ](DOI: 10.1177/0198742920961356)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nNicholas A. Gage, PhD 1, Antonis Katsiyannis, PhD2, Kelly M. Carrero, PhD3, Rhonda Miller, PhD4, and Danielle Pico, MA 1  \nAbstract  \nThe Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.  \nKeywords  \nLatinx, special education, discipline, exclusion  \nExclusionary discipline has been a persistent concern, particularly as it disproportionally affects racially and ethnically diverse students (Edelman et al. , 1975; U.S. Department of Education [USDOE], Office for Civil Rights [OCR], & The U.S. Department of Justice, Civil Rights Division, 2014) . In the 2015 to 2016 school year, 2.8 million students across the United States were suspended at least once (USDOE, 2018) . Exclusionary discipline is linked to a higher likelihood of negative outcomes, including academic failure, grade retention, school dropout, and involvement in the juvenile justice system (American Academy of Pediatrics & Council on School Health, 2013) . Regarding grade retention and dropping out, for example, students in Grades 7 to 12 who had one or more disciplinary exclusion were twice as likely to be retained (Fabelo et al. , 2011; Marchbanks et al. , 2015); students with a prior suspension were 68% more likely to drop out of school (Suh et al. , 2007) . Regarding juvenile justice involvement, 61% of incarcerated youth reported being expelled or suspended from school the year prior to entering the juvenile system (Fabelo et al. , 2011; Sedlak & McPherson, 2010) . These poor school outcomes and potential juvenile justice involvement carry severe financial implications. A study of a single grade cohort of California youth estimated that students who dropped out of high school because of suspensions would result in  \nabout US$2 .7 billion in costs for the state, stemming from lost wages and tax revenue, increased crime, and higher welfare and health costs (Rumberger & Losen, 2017) . Given these challenges associated with exclusionary discipline and the disproportionate involvement of specific racially and ethnically diverse students and consequently the potential for civil rights violations, there is an urgency to expand preventive measures that emphasize safe environments and improved school climate (USDOE, 2014; USDOE, OCR, & the U.S. Department of Justice, Civil Rights Division, 2014), multitier systems of support such as School-wide Positive Behavioral Interventions and Supports (SWPBIS; Bradshaw et al. , 2010), and culturally sensitive practices (Whitford et al. , 2016) to ameliorate the problem.  \n1 University of","cbCaigqvhtOkrprw","https://ap.wps.com/l/cbCaigqvhtOkrprw","pdf",500239,11,"English","# Abstract\n## Background and rationale\n## Exclusionary discipline and outcomes\n## Disciplinary risk by race and ethnicity\n## Disciplinary risk for students with disabilities","[{\"question\":\"How does the study measure disciplinary exclusion practices?\",\"answer\":\"It examines disciplinary exclusion practices for Latinx students with and without disabilities across the United States using risk ratios and weighted mixed-effect models.\"},{\"question\":\"What dataset and time period are used in the analysis?\",\"answer\":\"The study uses the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year.\"},{\"question\":\"What does the study find about Latinx students compared with White students and Black students?\",\"answer\":\"Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students.\"}]","Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities - A National Analysis | PDF",1792080383,28]