Assessing the Odds of Exclusionary Discipline: An Exploration of the Racial,Socioeconomic,and Spatial Disparities in High School Discipline

Abstract

Exclusionary school discipline practices, such as suspension and expulsion, disproportionately affect students of color and those from lower socioeconomic backgrounds, perpetuating racial and socioeconomic inequalities in educational outcomes. Despite evidence highlighting the ineffectiveness and harm caused by these practices, many schools continue to rely on them as responses to student misbehavior. This study investigates these disparities in high school discipline through the lens of social disorganization theory, examining how neighborhood and school characteristics shape disciplinary actions. Data from the Pennsylvania Department of Education and AreaVibes were analyzed using multiple regression and ANOVA. Results indicate that schools with at least 50% minority students use exclusionary discipline more frequently. Higher attendance rates, advanced placement courses, and better academic scores correlate with fewer disciplinary actions. The findings highlight the need to address implicit bias, systemic inequalities in discipline, and community engagement to create equitable learning environments.