Document Type
Dissertation
Date of Award
5-2023
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Ingrid Haynes
Committee Member 1
Delilah Gonzales
Committee Member 2
Holim Song
Committee Member 3
Danita Bailey-Samples
Committee Member 4
Lacey Reynolds
Keywords
• Disciplinary Alternative Education Programs • in-school suspension • out-of-school suspension • school funding
Abstract
Exclusionary disciplinary consequences are imposed on students as early as preschool. Students receive punishments such as in-school suspension, out-of-school suspension, and placements in Disciplinary Alternative Education Programs. African American students are most impacted by exclusionary discipline practices isolating them from the environment most conducive to learning. Many negative outcomes are associated with the loss of instructional days including poor academic performance and behavior problems. The purpose of this study is to examine if a relationship exists between teacher, school, and student-related factors on the discretionary placement of African American students in Disciplinary Alternative Education Programs (DAEPs) in Texas P 12 public schools. This quantitative correlational study uses Pearson r correlation coefficient and multiple regression statistical analysis to measure the relationship and degree of predictability of student placement in DAEPs concerning three independent variables: teacher, school, and student-related factors and six sub-variables: ethnicity, gender, enrollment, teacher-to-student ratio, socioeconomic status, and attendance. The study will provide insight into the number of students removed from the traditional instructional setting by way of DAEP placement and an analysis of the demographic factors that may or may not have involvement in those placements. This study seeks to bring awareness to the need for structural reform, equitable purposeful school funding, and professional development diversity training to minimize the time students spend outside of the traditional instructional setting and maximize equitable educational opportunities. Keywords: Disciplinary Alternative Education Programs, in-school suspension, out-of-school suspension, school funding
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
Roberts, Nina R., "The Relationship Between Teacher, School, and Student-Related Factors on the Discretionary Placement of African American Students in Disciplinary Alternative Education Programs." (2023). Dissertations (2016-Present). 61.
https://digitalscholarship.tsu.edu/dissertations/61