Relative Rate Index, Racial Disparity and School Suspensions

This chapter examines school disciplinary actions in 19 independent school districts in Harris County, Texas, focusing on racial disparities in suspensions and expulsions during the 2016-2017 academic year. It highlights how these disparities align with broader concerns about the school-to-prison pipeline and violations of the 1954 Brown vs. Board of Education decision.

BACKGROUND

The chapter addresses the overrepresentation of African American students in school suspensions and expulsions, driven by zero-tolerance policies. These policies were initially meant to enhance school safety but have resulted in rigid disciplinary measures that disproportionately affect students of color, low-income students, and those with disabilities.

KEY FINDINGS

  1. Racial Disparities in Discipline: Black students in Harris County faced significantly higher rates of suspensions and expulsions than other racial groups, making up 19% of the student population but 36% of all classroom removals in the 2016-2017 school year.
  2. Impact of Zero-Tolerance Policies: Rigid zero-tolerance policies disproportionately affected students of color, contributing to the school-to-prison pipeline by increasing suspensions and expulsions for minor infractions.
  3. Disparities Across School Sizes: Regardless of school size, Black students were disciplined at higher rates than White students. In large districts like Houston ISD, Black students were almost five times more likely to be removed from classrooms.
  4. Alternative Education Programs: Black students were disproportionately placed in Disciplinary Alternative Education Programs (DAEPs) and Juvenile Justice Alternative Education Programs (JJAEPs), facing harsher disciplinary measures than their White peers.
  5. Recommendations for Reform: Suggested reforms include analyzing disaggregated data, implementing evidence-based interventions, cultural awareness training, Positive Behavioral Interventions and Supports (PBIS), professional development for teachers, community-school partnerships, and restorative justice practices.

RECOMMENDATIONS

The chapter suggests disaggregating data further to understand the specifics of each disciplinary action, implementing and evaluating evidence-based interventions, providing cultural awareness training, and considering alternative disciplinary measures such as Positive Behavioral Interventions and Supports (PBIS) and restorative justice practices.

CONCLUSION

The chapter emphasizes the need for targeted interventions and policy changes to address the racial disparities in school disciplinary actions. It calls for local school districts to examine their practices and develop action plans that promote equitable treatment of all students, ultimately aiming to dismantle the school-to-prison pipeline.

Disciplinary Actions by Race

African American students, who make up 19% of the student population in Harris County, accounted for 36% of total classroom removals. The disparity ratio for Black students compared to White students was 3.23 in Harris County, higher than the Texas average of 2.74.

Types of Disciplinary Actions

The study categorizes disciplinary actions into in-school suspensions (ISS), out-of-school suspensions (OSS), Disciplinary Alternative Education Programs (DAEPs), Juvenile Justice Alternative Education Programs (JJAEPs), and expulsions. Black students faced higher rates across all categories compared to their peers.

Impact on Educational Outcomes

The chapter discusses how suspensions and expulsions contribute to negative educational outcomes, including lower grades, higher dropout rates, and increased interactions with the juvenile justice system.