Indicator: Equitable discipline practices Breadcrumb Home Indicators Equitable Discipline Practices Definition Schools treat students similarly and appropriately for disciplinary infractions. Recommended Metric(s) Disproportionalities along the lines of key demographic characteristics in the level of school discipline experienced (for example, number of days suspended)Differences in the rates at which students from key demographic subgroups ever experience different forms of school discipline (office referrals, suspensions, expulsions, restraint, and exclusion) relative to those students’ representation in their school population as a wholeView CEDS ConnectionDifferences in the rates at which students from key demographic subgroups ever experience different forms of school disciplineCEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics. Type(s) of Data Needed Surveys Why it matters School practices play a key role in determining students’ disciplinary outcomes,1 and different approaches to discipline, such as restorative justice and positive behavioral interventions and supports (PBIS), may be related to improvements in school culture and climate.2, 3 Research documents large and persistent disparities in exclusionary discipline—that is, disciplinary actions that remove students from their usual educational setting, such as an in- or out-of-school suspension—along race, socioeconomic background, and disability status.4 (See the indicator on positive behavior for additional information on patterns of disproportionality in suspension and expulsion rates.) There are also disparities in the types of discipline practices implemented in schools.5 For instance, schools with more Black students are less likely to use restorative disciplinary practices as an alternative to punitive discipline.6 What to know about measurement Schools regularly collect discipline data as part of their normal operations and report aggregate data by subgroups to the Civil Rights Data Collection (CRDC). Although suspensions and expulsions generally are defined and tracked comparably, there are opportunities for states to apply more consistent definitions in determining what counts as physical restraint and seclusion by adopting the revised federal definitions proposed by the Office of Civil Rights. (See Arundel7 for a discussion of challenges in defining and reporting restraint and seclusion in schools.)We acknowledge that there are multiple methods for determining disproportionality. (See Bollmer et al.8 for guidance on approaches to measuring disproportionality.) In addition, proportionate outcomes do not imply that effective disciplinary practices are in place, especially in schools where most students are students of color. For instance, it is possible for expulsion rates to be proportionate but high. We encourage systems to closely monitor absolute rates as well as the number of days students experience exclusionary discipline and consider alternative discipline practices such as PBIS and restorative justice. E-W Case Studies Image ImpactTulsa’s Child Equity Index ImpactTulsa partnered with Tulsa Public Schools to build a data visualization tool for exploring how environmental conditions vary across neighborhoods and their relationships to academic outcomes. View Case Study Source frameworks Disciplinary measures appeared in nine source frameworks reviewed for this report. Our proposed approach to measuring disciplinary practices at the systems level is consistent with recommendations by the CORE Districts and the National Research Council. References 7Arundel, K. (2022). The struggle over defining, reporting restraint and seclusion in schools. K–12 Dive. https://www.k12dive.com/news/the-struggle-over-defining-reporting-restraint-and-seclusion-in-schools/618570/8Bollmer, J. M, Bethel, J. W., Munk, T. E., Bitterman, A. R. (2014). Methods for assessing racial/ethnic disproportionality in special education: A technical assistance guide (revised). IDEA Data Center. https://ideadata.org/sites/default/files/media/documents/2017-09/idc_ta_guide_for_508-010716.pdf1Skiba, R. J., Chung, C-G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640-670. https://doi.org/10.3102/0002831214541670 2Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.https://www.tandfonline.com/doi/full/10.1080/10888691.2018.15377913Welsh, R.O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternatives approaches. Review of Educational Research. https://doi.org/10.3102/0034654318791582 4Losen, D. J., & Martinez, T. E. (2013). Out of school and off track: The overuse of suspensions in American middle and high schools. The Civil Rights Project/ Proyecto Derechos Civiles. https://eric.ed.gov/?id=ED5417355See Welsh & Little (2018).6Payne, A. A., & Welch, K. (2013). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47(4), 539–564. https://doi.org/10.1177/0044118X12473125