Disproportionality in Discipline and Achievement: Disparities in Mississippi’s Public Schools

James, Kathryn (2017) Disproportionality in Discipline and Achievement: Disparities in Mississippi’s Public Schools. Undergraduate thesis, under the direction of John Winkle III from Political Science, University of Mississippi.


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Using federally available data on exclusionary punishment and academic achievement, this thesis explores the relationships between disparities in punishment and in achievement. A case study using individual incident referrals supplements these datasets by providing a more nuanced view of student misbehavior, and student types receiving referrals, before punishment occurs. Disproportionalities in in-school suspension rates are positively and significantly related to gaps in academic achievement at the district level. African-American students and repeat offenders were referred at disproportionate rates for subjective offenses, while white students were referred for objective offenses. These findings are of interest to school administrators and teachers interested in student outcomes and the various factors impacting student achievement.

Item Type: Thesis (Undergraduate)
Creators: James, Kathryn
Student's Degree Program(s): B.A. in Public Policy Leadership
Thesis Advisor: John Winkle III
Thesis Advisor's Department: Political Science
Institution: University of Mississippi
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > L Education (General)
L Education > LB Theory and practice of education
Depositing User: Ms. Kathryn James
Date Deposited: 15 May 2017 18:41
Last Modified: 15 May 2017 18:41
URI: http://thesis.honors.olemiss.edu/id/eprint/928

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