Action Research Project:

Disciplinary Actions
Monica Bachtle

What’s the Problem?

 Black students have produced the highest number of

disciplinary actions at (N/A) High School in the last 2

years.

 Disciplinary Action is defined as an out of school

suspension for one day or more, expulsion or exclusion.

 Dataset

Variables Description

 Black Students (grades  Black students are

9-12) disciplined at higher
 White Students (grades rates than white
9-12) students at (N/A) High
 Disciplinary Action
School.
Rates Analysis
For this research project I will be looking for a statistical significant
difference between disciplinary action rates for white students and
disciplinary action rates for black students at (N/A) High School (grades 9-
12).
 Literature Review
Blake, J. J., Keith, V. M., Luo, W., Le, H., & Salter, P. (2017). The role of colorism in explaining african american females’ suspension risk. School
Psychology Quarterly, 32(1), 118-130.

Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white
adolescents' perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109(4), 532.

Gastic, B. (2016). Disproportionality in school discipline in Massachusetts. School of Professional Studies, 49(2), 163-179.
doi: 10.1177/0013124516630594

Gibson, P.A., Wislon, R., Haight, W., Kayama, M., & Marshall, J.M. (2014). The role of race in the out-of-school suspensions of black students: The
perspectives of students with suspensions, their parents and educators. Children and Youth Services Review, 47(3), 274-282.
doi:10.1016/j.childyouth.2014.09.020

Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing
teacher practice. School Psychology Review, 45(2), 171-191.

Gregory, A., & Roberts, G. (2017) Teacher beliefs and the overrepresentation of black students in classroom discipline. Theory Into Practice. 56(3).
187-194. doi:10.1080/00405841.2017.1336035

Huang, F. L., & Cornell, D. G. (2017). Student attitudes and behaviors as explanations for the black-white suspension gap. Children and Youth Services
Review, 73(2), 298-308. doi: 10.1016/j.childyouth.2017.01.002

Slate, J. R., Gray, P. L., & Jones, B. (2016). A clear lack of equity in disciplinary consequences for black girls in texas: A statewide examination. The
Journal of Negro Education, 85(3), 250-260.

Toldson, I. A., & Lemmons, B. P. (2015). Out-of-school time and african american students: Linking concept to practice (editor's commentary). The
Journal of Negro Education, 84(3), 207-210.

Whitford, D. K., Katsiyannis, A., & Counts, J. (2016). Discriminatory discipline. NASSP Bulletin, 100(2), 117-135. doi: 10.1177/0192636516677340
 Data Analysis

Explanation
When looking at the disciplinary action data for 32 students (16 white/16 black in grades 9-12), black students are
disciplined at higher rates at (N/A) High School.
Results of Analysis
 The mean at which white students are disciplined for this data set was 0.937 and the standard deviation was
1.236.
 The mean at which black students are disciplined for this data set was 3.312 and the standard deviation was
2.272.
 The t-test (white disciplinary action rates x black disciplinary action rates)= 0.0005 indicating that there is a
statistically significant difference in disciplinary action rates between white and black students in this sample.

Total Disciplinary Actions for Dataset 18

16
White Students Vs. Black Students 14
12
10
8
6
15 4
2 Black Students
0
White Students
53

White Student Disciplinary Actions

Black Student Disciplinary Actions
 Data Wonk Interview

Who: Data Coordinator

Competencies: Organizational Management, Communication
(respond, review, and summarize information for groups),
and Curriculum planning and development for the success of
all learners
The Experience: The data wonk was detailed and informative
on various different data within the school district
Things I Learned: Data is incredibly important in decision
making within the schools and it is important to know the
data coordinator within your school and to never hesitate to
ask them questions.
Data-Driven Decision-Making: Is heavily implemented in
ensuring that all students have the opportunity to be
successful.