{"id":457,"date":"2016-02-11T22:28:52","date_gmt":"2016-02-11T22:28:52","guid":{"rendered":"https:\/\/thesocietypages.org\/edsociety\/?p=457"},"modified":"2016-02-11T22:36:46","modified_gmt":"2016-02-11T22:36:46","slug":"school-punishment-widens-racial-achievement-gap","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/edsociety\/2016\/02\/11\/school-punishment-widens-racial-achievement-gap\/","title":{"rendered":"School Punishment Widens Racial Achievement Gap"},"content":{"rendered":"
\"Photo<\/a>
School punishment is one explanation for the racial achievement gap that is often overlooked. Photo via Roy Blumenthal<\/a>.<\/figcaption><\/figure>\n

Racial achievement gaps in the U.S. are stunning. According to 2015 NCES data, 43% of White 8th graders were proficient in <\/span>math,<\/span><\/a> while only 13% of Black students and 19% of Hispanic students tested at this level. A similar gap exists for <\/span>reading<\/span><\/a>, with 44% of White 8th grade students testing proficient, 21% of Hispanic students, and only 16% of Black students. While scholars offer numerous explanations for racial achievement gaps, Edward Morris and Brea Perry explore one explanation that is often overlooked: school punishment. <\/span><\/p>\n

Morris and Perry use the Kentucky School Discipline Study (KSDS), which includes school records and supplementary data from parents in a large, urban public school district, to determine if school suspension increases the racial achievement gap in math and reading scores. Their sample included <\/span>16,248 students in grades 6 through 10, from 17 schools, over a period of three years. The authors test the association of race and suspensions, measure change in test scores over time, and predict test scores based on early and repeated suspensions.<\/span><\/p>\n

The authors find that African American and Latino students are more likely to be suspended than Whites and Asians in the same school, and that suspensions–even just one–are related to a lower achievement growth rate over time. Finally, the authors determine that punishment accounts for approximately one-fifth of Black-White differences in test scores. Thus, the racial achievement gap is partially explained by a disproportionate use of school punishment for Black and Latino students.<\/span><\/p>\n

Read the full article here:<\/span><\/p>\n

Edward W. Morris<\/span><\/a>, and <\/span>Brea L. Perry<\/span><\/a>, <\/span>The Punishment Gap: School Suspension and Racial Disparities<\/span><\/a>. <\/span>Social Problems<\/span><\/i><\/a>,<\/span><\/i> 2016. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Racial achievement gaps in the U.S. are stunning. According to 2015 NCES data, 43% of White 8th graders were proficient in math, while only 13% of Black students and 19% of Hispanic students tested at this level. A similar gap exists for reading, with 44% of White 8th grade students testing proficient, 21% of Hispanic […]<\/p>\n","protected":false},"author":1952,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36081],"tags":[17292,2613,13,14,39437,39438],"class_list":["post-457","post","type-post","status-publish","format-standard","hentry","category-250-words","tag-achievement-gap","tag-discipline","tag-inequality","tag-race","tag-school-punishment","tag-test-scores"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/457","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/users\/1952"}],"replies":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/comments?post=457"}],"version-history":[{"count":2,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/457\/revisions"}],"predecessor-version":[{"id":460,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/457\/revisions\/460"}],"wp:attachment":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/media?parent=457"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/categories?post=457"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/tags?post=457"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}