F. Curran, Lelydeyvis Boza, Katharine Harris-Walls, Tiffany S. Tan
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Assessing the Public Availability of School Discipline and Infraction Data
Research using school discipline and infraction data has contributed to public policy conversations by helping elucidate the effects of and disproportionate experience of school disciplinary outcomes. This research brief presents results from an analysis of the public availability of such data from state departments of education. Findings suggest that while public availability of discipline data has not changed significantly over the past decade, states are more likely to disaggregate such data by subgroups. Unfortunately, such data remain generally focused on a small number of exclusionary practices rather than nonpunitive or nonexclusionary alternatives. Infraction data are slightly less available than discipline data and significantly less likely to be disaggregated by subgroup.
期刊介绍:
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.