Document Type
Dissertation
Date of Award
12-2022
School/College
College of Education (COE)
Degree Name
Ed.D., Educational Administration
Committee Chairperson
Ingrid Haynes-Traylor
Committee Member 1
Delilah Gonzles
Committee Member 2
Holim Song, Lacey Reynolds, Viveca Grant
Committee Member 3
Lacey Reynolds
Committee Member 4
Viveca Grant
Keywords
Disproportional Discipline Restorative Practices Social-Emotional Learning Special Education
Abstract
Abstract
The purpose of this study was to determine if discipline strategies, gender, and disabilities impact the successful cohort graduation of African American students with special needs. While much research has been conducted to investigate the achievement gap and discipline gap, there is a paucity of research on how discipline affects the graduation rate of this population. Furthermore, this research is also to expose the inequities within the special education system. A quantitative research design was selected to study the graduation rates of African American students over the past years from 2017 to 2020. For this study, data regarding Five-Year Extended Longitudinal Graduation Rates, by Region, District, and Requested Groups were collected from Texas Education Agency, Division of Research and Analysis as calculated with statutory exclusions applied for state accountability. A total of four urban Educational Service Center (ESC) regions and 43 urban districts with complete information on graduation rates were used in this study. Four hypotheses were formulated for the study. The One-way Analysis of Variance and Two-way Analysis of Variance Procedures were utilized in this study to analyze the data. All four hypotheses were tested at the .05 level of significance or better. A linear relationship was found to exist between years of restorative discipline practices training and the district-wide graduation rate of African American students with special needs during 2017 to 2020 school years. A statistically significant difference did not exist between graduation rates by gender of African American students with special needs during 2017 to 2020 school years. A statistically significant difference was found to exist between the ESC region-wise overall graduation rates of African American students with special needs during 2017 to 2020 school years. Finally, there were statistically significant differences between the interaction of district-wide graduation rates by gender and primary exceptionality of African American students with special needs during 2017 to 2020 school years; while gender has a statistically significant effect on the graduation rate of African American students with disabilities 08 (Learning Disability) and 09 (Speech Impairment). Keywords: exceptionality, exclusionary discipline, disciplinary alternative education program, restorative discipline practices, zero tolerance, social-emotional learning
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Corbie-Archey, Danielle, "Discipline Strategies, Gender, and Disabilities that Impact the High School Graduation Rates of African American Students with Special Needs." (2022). Dissertations (2016-Present). 57.
https://digitalscholarship.tsu.edu/dissertations/57