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Discipline
Single student being spoken to by a teacher

RELs work in partnership with states and districts to 1) conduct original high quality research, 2) provide training, coaching, and technical support, and 3) disseminate high quality research findings to better understand their disciplinary data, including research studies that examine issues of equity and disproportionality. A selected list of resources developed by the REL Program appears below.

Publications

  • Analyzing student-level disciplinary data: A guide for districts (REL Northeast and Islands, March 2017). This project will provide a guide to help districts analyze their student-level data and answer questions about the use of disciplinary methods; for example, whether these methods are disproportionately applied to certain student subgroups, and the relationship between disciplinary methods and student academic outcomes.
  • Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts. (REL Northwest, August 2015). This study examines data from six Oregon school districts to discern patterns of exclusionary discipline and the association of exclusionary discipline with achievement on state assessments in reading and mathematics for English language learner students, who are a large, growing, and challenging population in Oregon schools.
  • Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts (REL Northwest, August 2015). This study examines data from six Oregon school districts to discern patterns of exclusionary discipline and the association of exclusionary discipline with achievement on state assessments in reading and mathematics for English language learner (ELL) students, who are a large, growing, and challenging population in Oregon schools. The districts will use the results to develop specific plans for making their disciplinary practices both fair and effective.
  • Suspension and Expulsion Patterns in Six Oregon School Districts. (REL Northwest, May 2014). This study identifies how frequently students in six selected urban districts received exclusionary discipline during the 2011/12 school year, the most common reasons for such discipline, the percentage of students receiving multiple suspensions, and how many school days students lost to suspensions.
  • Disproportionality in School Discipline: An Assessment of Trends in Maryland, 2009–12. (REL Mid-Atlantic, March 2014) This study examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland during the period 2009/10 to 2011/12.

Videos

  • The OLN Research Alliance: Confronting Discipline Disproportionality. (REL Northwest). This video on confronting discipline disproportionality provides an overview of research alliances and how one such partnership—between researchers and school and district leaders who are part of the OLN Research Alliance—are using data and evidence to address discipline disparities in Oregon schools.

Archived Webinars

  • Analyzing Student-Level Disciplinary Data (REL Northeast and Islands, May 31, 2017) Research has shown that exclusionary discipline actions (e.g., out-of-school suspensions) are linked to negative outcomes for students. In addition, researchers have found that exclusionary discipline actions are sometimes disproportionately administered to subgroups of students, such as racial/ethnic minority students or students with disabilities. During this webinar, co-authors of the IES Applied Research Methods report, "Analyzing student-level disciplinary data: A guide for districts" present an overview of designing and carrying out analyses of student-level disciplinary data.
  • Bridge Event—Disciplinary Data Use and Research: Lessons from Syracuse (REL Northeast and Islands, June 14, 2016). The Urban School Improvement Alliance hosted this webinar on using data to inform school improvement, with a special focus on disciplinary data and Syracuse City Schools.
  • Key Activities to Reflect On Biases in Addressing Disproportionality (REL Mid-Atlantic, April 8, 2016). In this webinar, Dr. Patrick Jean-Pierre, Director at the Technical Assistance Center on Disproportionality at New York University, shared the Culturally Responsive Framework as a multicultural lens for changing systemic practices and policies in schools.
  • How to Look at Your Data to Address Disproportionality (REL Mid-Atlantic, March 4, 2016). In this webinar, Dr. Catherine Voulgarides, Senior Research Associate at New York University's Technical Assistance Center on Disproportionality, defined disproportionality in student discipline and then reviewed ways for educators to examine disproportionality data and root causes in their districts.
  • Identifying and Addressing Discipline Disparities (REL Mid-Atlantic, June 26, 2014). This webinar presents a discussion of findings on discipline disparities from two reports, REL Mid-Atlantic's Disproportionality in school discipline: An assessment of trends in Maryland, 2009–12 and REL Northwest's Suspension and expulsion patterns in six Oregon school districts

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