Eliminating structural barriers to educational attainment is a critical goal of the Road Map Project and its partners. As students and families well know, and as supported by education research, students of color continue to experience more frequent and more severe discipline compared with their white peers. This disparity can be damaging to students because exclusionary discipline increases their likelihood of disengaging from school and reducing their likelihood of earning a college degree. These associations are long-term; students need a college degree or credential to get a living-wage career, especially in the local knowledge-based economy.

Using statistical models to highlight inequities in school discipline, this brief examines racial disparities by looking at the likelihood of exclusionary discipline, and goes beyond tracking suspension and expulsion rates. This report seeks to support and engage school districts, advocates, and schools by sharing new methods to examine findings, barriers, and potential improvements for reporting student discipline. The CCER Data Team used the OSPI Comprehensive Education Data and Research System (CEDARS) student enrollment records and discipline file to determine the prevalence of discipline and produce a series of predictive analyses.


Suggested citation: 

Hernandez, J. (March 2018). Discipline Disparities and Practices in South Seattle and South King County. Seattle, WA: Community Center for Education Results.

Posted in: Other , School Discipline