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Using records from 7,794 U.S. secondary-school classrooms, teachers were randomized to receive intensive coaching or serve as a business-as-usual control, with additional comparison teachers in the same schools. Findings indicate no generalized reductions in referrals for African American students or in racial referral gaps in classrooms taught by coached teachers compared with controls. The article discusses implications for coaching programs and equity-oriented efforts to reduce racial discipline disparities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/focused-classroom-coaching-and-widespread-racial-equity-in-school-discipline/590853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/focused-classroom-coaching-and-widespread-racial-equity-in-school-discipline/590853.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about MTP-S coaching?","Question",{"text":112,"@type":113},"It examines whether effects previously found in focal coached classrooms generalize to broader, non-focal classrooms within teachers’ course loads.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the coaching implemented in the trial?",{"text":117,"@type":113},"Teachers were randomized to receive intensive coaching in a focal classroom or to a business-as-usual control group, while other teachers taught in the same schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results regarding racial discipline gaps?",{"text":121,"@type":113},"The program showed no generalized effects on reducing referrals involving African American students or on racial referral gaps in classrooms taught by coached teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590853,1792161265,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","AERA Open  \nOctober-December 2019, Vol. 5, No. 4, pp. 1–15 DOI: 10. 1177/2332858419897274  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nFocused Classroom Coaching and Widespread Racial Equity in School Discipline  \nAnne Gregory  \nRutgers University  \nErik A. Ruzek  \nJamie DeCoster  \nUniversity of Virginia  \nAmori Yee Mikami  \nUniversity of British Columbia  \nJoseph P. Allen  \nUniversity of Virginia  \nWe examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.  \nKeywords: teacher coaching, professional development, racial equity, discipline referrals  \nMy Teaching Partner–Secondary (MTP-S) was the first teacher professional development program in middle and high schools shown to reduce the racial discipline gap in focal classrooms in which teachers received intensive coaching (Gregory, Allen, Mikami, Hafen, & Pianta, 2015) . The MTP-S coaching targets a single instructional period (i.e., the focal classroom), out of the four to six periods in a typical secondary school teacher’s daily schedule (Allen, Pianta, Gregory, Mikami, & Lun, 2011) . Little is known about generalizable effects of teacher professional development programming. The current study investigated the extent to which MTP-S coaching resulted in widespread effects on disciplinary practices.  \nRacial Disparities in School Discipline  \nThe most recently released national discipline data from 2015 to 2016 showed that African American males and females each constituted 8% of student enrollment in the United States, but 25% and 14% of those issued one or more suspensions, respectively (U.S. Department of Education, 2018) . Racial differences in discipline rates are significant,  \nwhether statistically controlling for a measure of socioeconomic status at the school level (e.g., Anyon et al., 2014) or at the student level (e.g., Wallace, Goodkind, Wallace, & Bachman, 2008) . Similar results have been found in studies accounting for student differences in achievement and in teacher-, parent-and self-reported behavior (e.g., Bradshaw, Mitchell, O’Brennan, & Leaf, 2010; Owens & McLanahan, 2018; Skiba & Williams, 2014) . In other words, African American students remain overrepresented in school discipline sanctions after accounting for a range of potential explanatory factors. Reducing the use of exclusionary discipline is therefore imperative from a civil rights perspective of ensuring access to equitable schooling (U.S. Department of Education, 2014) .  \nFurther underscoring this imperative, the American Academy of Pediatrics (2013) issued a statement that “the adverse effects of out-of-school suspension and expulsion on the student can be profound” and results in students being“separated from the educational process”(p. e1001) . When students are removed from class due to discipline sanctions, they miss valuabl","cbCaipFH9YhtsX6f","https://ap.wps.com/l/cbCaipFH9YhtsX6f","pdf",373252,15,"English","# Focus and background\n## Racial disparities in school discipline\n# Study design and results\n## Teacher coaching program and generalization tests\n# Implications","[{\"question\":\"What question does the study address about MTP-S coaching?\",\"answer\":\"It examines whether effects previously found in focal coached classrooms generalize to broader, non-focal classrooms within teachers’ course loads.\"},{\"question\":\"How was the coaching implemented in the trial?\",\"answer\":\"Teachers were randomized to receive intensive coaching in a focal classroom or to a business-as-usual control group, while other teachers taught in the same schools.\"},{\"question\":\"What were the main results regarding racial discipline gaps?\",\"answer\":\"The program showed no generalized effects on reducing referrals involving African American students or on racial referral gaps in classrooms taught by coached teachers.\"}]","Focused Classroom Coaching and Widespread Racial Equity in School Discipline | PDF",1792070579,38]