The dynamic nature of student discipline and discipline disparities

• Published in: Proceedings of the National Academy of Sciences - PNAS Vol. 120; no. 17; p. e2120417120
• Main Authors: Darling-Hammond, Sean, Ruiz, Michael, Eberhardt, Jennifer L, Okonofua, Jason A
• Format: Journal Article
• Language: English
• Published: United States National Academy of Sciences 25-04-2023
• Subjects: Black People; Humans; Inequality; Race factors; Racial differences; Racial Groups; School districts; Schools; Social Sciences; Stems; Students; White People; racial disparities; school discipline; longitudinal data
• ISSN: 0027-8424; 1091-6490
• DOI: 10.1073/pnas.2120417120

Researchers have long used end-of-year discipline rates to identify punitive schools, explore sources of inequitable treatment, and evaluate interventions designed to stem both discipline and racial disparities in discipline. Yet, this approach leaves us with a "static view"-with no sense of how disciplinary responses fluctuate throughout the year. What if daily discipline rates, and daily discipline disparities, shift over the school year in ways that could inform when and where to intervene? This research takes a "dynamic view" of discipline. It leverages 4 years of atypically detailed data regarding the daily disciplinary experiences of 46,964 students from 61 middle schools in one of the nation's largest school districts. Reviewing these data, we find that discipline rates are indeed dynamic. For all student groups, the daily discipline rate grows from the beginning of the school year to the weeks leading up to the Thanksgiving break, falls before major breaks, and grows following major breaks. During periods of escalation, the daily discipline rate for Black students grows significantly faster than the rate for White students-widening racial disparities. Given this, districts hoping to stem discipline and disparities may benefit from timing interventions to precede these disciplinary spikes. In addition, early-year Black-White disparities can be used to identify the schools in which Black-White disparities are most likely to emerge by the end of the school year. Thus, the results reported here provide insights regarding not only when to intervene, but where to intervene to reduce discipline rates and disparities.