Keywords
Special Education, School Discipline, Minority Students, Dropout Prevention, Disability Critical Race Theory, Student Engagement
Abstract
Despite progress in recent years, the K–12 education system still grapples with pervasive discriminatory and inequitable practices that hinder students’ learning experiences and future success. Such practices can have far-reaching consequences, threatening students’ long-term outcomes and putting their well-being at risk. This study delved into the effects of exclusionary practices on academic performance and student withdrawal, with a particular focus on minority students with disabilities. By examining archived data, this research analyzed various exclusionary practices, including in-school suspension, out-of-school suspension, Baker Acts, and law enforcement referrals. To uncover correlations and determine hypothesis acceptance, the study employedsophisticated statistical techniques such as logistic regression. Results of the study show exclusionary discipline practices significantly correlate with dropout rates for minoritized students with disabilities. In other words, students of this study who are subject to these practices are not more likely to drop out of school. The study recommends implementing diversity, equity, and inclusion initiatives and providing training to educators on how to instruct students with disabilities. Further study is needed to explore the quantitative impact of specific discipline practices on learning and detrimental effects of instructional loss on student engagement. Nonetheless, this research underscores the urgency of using professional development to identify and address discriminatory and inequitable practices in the K–12 education system to ensure all students have the opportunity to succeed.
Completion Date
2024
Semester
Summer
Committee Chair
Walker, Larry J.
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership
Format
application/pdf
Identifier
DP0028597
URL
https://purls.library.ucf.edu/go/DP0028597
Language
English
Rights
In copyright
Release Date
August 2024
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Langley, Christopher B., "The Impact School Discipline Policies have on Disabled, Minoritized Students’ Drop Out Rates" (2024). Graduate Thesis and Dissertation 2023-2024. 394.
https://stars.library.ucf.edu/etd2023/394
Accessibility Status
Meets minimum standards for ETDs/HUTs