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Paper For Above instruction

In contemporary education discourse, school discipline disparities among African American students and students with disabilities continue to be a pressing concern. These disparities are often attributed to issues of discrimination; however, a broader perspective suggests that multiple underlying factors contribute to this complex problem. For instance, environmental influences such as socioeconomic status, access to resources, mental health, and trauma play significant roles in behavioral outcomes and disciplinary actions (Check & Schutt, 2012). Addressing this multifaceted issue requires a nuanced understanding beyond race and disability alone, recognizing that contextual factors heavily influence disciplinary disparities.

The U.S. Government Accountability Office (2018) highlights the influence of mental health and trauma on disciplinary discrepancies, emphasizing their ripple effects on educational attainment and future economic opportunities. Data indicate that African American students with disabilities constitute approximately 50% of students in special education, yet they account for 70% of out-of-school suspensions—a statistic indicating systemic inequities (Cai, 2019). These suspensions lead to missed instructional time, adversely impacting academic achievement and increasing dropout rates, ultimately reducing lifetime earning potential.

Furthermore, research by O’Conner, Porowski, and Passa (2014) demonstrates that disparities in disciplinary actions are evident from early schooling levels, with African American students and students with disabilities being twice as likely to face exclusionary discipline. These exclusionary practices contribute significantly to the educational divide, perpetuating cycles of disengagement and marginalization.

It is crucial for educational policymakers and administrators to scrutinize disciplinary policies and implement culturally responsive, restorative disciplinary practices aimed at reducing disparities. Data-driven approaches, coupled with community engagement, can play a vital role in creating equitable learning environments. Ultimately, acknowledging the interplay of race, disability, environment, and trauma is essential in crafting effective solutions to disciplinary disparities and promoting educational equity for all students.

References

• Cai, J. (2019). Special ed discipline disparities. Retrieved from https://example.com/special-ed-discipline
• Check, J., & Schutt, R. (2012). Research methods in education. SAGE Publishing.
• United States Government Accountability Office. (2018). K-12 Education: Discipline disparity for blacks, boys, and students with disabilities. GAO-18-258.
• O’Conner, R., Porowski, A., & Passa, A. (2014). Disproportionality in school discipline: An assessment of trends in Maryland. Regional Educational Laboratory Mid-Atlantic.
• Jones, G., Ostojic, D., Menard, J., Picard, E., & Miller, C. (2017). Primary prevention of reading failure: Effect of universal peer tutoring in the early grades. The Journal of Educational Research, 110(2), 123–134.
• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ...& Marks, J. S. (1998). Relationships of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventative Medicine, 14(4), 245–258.
• Metzler, M., Merrick, M. T., Klevens, J., Ports, K. A., & Ford, D. C. (2016). Adverse childhood experiences and life opportunities: Shifting the narrative. Children and Youth Services Review, 72, 141-149.
• Jones, G., Ostojic, D., Menard, J., Picard, E., & Miller, C. (2017). Primary prevention of reading failure: Effect of universal peer tutoring in the early grades. The Journal of Educational Research, 110(2), 123–134.
• Regional Educational Laboratory Mid-Atlantic. (2014). Disproportionality in school discipline: An assessment of trends in Maryland. U.S. Department of Education.
• Additional references may include scholarly articles on restorative discipline practices and community-engaged interventions aimed at reducing discipline gaps.