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Vol.3 , No. 5, Publication Date: Dec. 6, 2017, Page: 59-71
 for Grade 6, 7, and 8 White, Hispanic, and Black students was ascertained. Archival statewide data were analyzed from a Public Information Request form that was fulfilled from the Texas Education Agency Public Education Information Management System on all middle school students for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in all four school years. A stair-step effect was present for each year and at each grade level. Grade 6, 7, and 8 White, Hispanic, and Black students who were Extremely Poor received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Moderately Poor and their peers who were Not Poor. Grade 6, 7, and 8 White, Hispanic, and Black students who were Moderately Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor. Recommendations for research are provided, as well as implications for policy and practice.&picture=http://www.aascit.org/aascit/decorators/img/journal/929.jpg)
| [1] | Edward Lopez, Montgomery Independent School District, Montgomery, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [3] | Cynthia Martinez-Garcia, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [4] | George Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
In this investigation, the extent to which inequities in Disciplinary Alternative Education Program placements were present by economic status (i.e., Not Poor, Moderately Poor, or Extremely Poor) for Grade 6, 7, and 8 White, Hispanic, and Black students was ascertained. Archival statewide data were analyzed from a Public Information Request form that was fulfilled from the Texas Education Agency Public Education Information Management System on all middle school students for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in all four school years. A stair-step effect was present for each year and at each grade level. Grade 6, 7, and 8 White, Hispanic, and Black students who were Extremely Poor received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Moderately Poor and their peers who were Not Poor. Grade 6, 7, and 8 White, Hispanic, and Black students who were Moderately Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor. Recommendations for research are provided, as well as implications for policy and practice.
Keywords
Disciplinary Alternative Education Program, Middle School Students, Economic Status
Reference
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