Exclusionary Discipline for English Learners: A National Analysis.

SCHOOL discipline; ENGLISH as a foreign language; NON-English speaking people; STUDENT expulsion; EDUCATION of children with learning disabilities; STUDENT suspension; SPECIAL education; UNITED States. Dept. of Education. Office for Civil Rights; STUDENTS with disabilities; PUNISHMENT; STUDENTS; ODDS ratio

Exclusionary discipline disproportionally effect students from underrepresented groups and English Learners are one group that has received minimal attention in this area. Using data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, we examined exclusionary discipline practices (i.e., suspensions and expulsions) involving English Learners with and without disabilities. English Learners comprised 10.1% of the student population. Nationally, odds of exclusion for English Learners with and without disabilities ranged from OR = 0.02 to OR = 0.05, but varied drastically by individual states (range: OR= 0.08 to OR = 7.79). Implications for research, policy, and practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)