An Interactive Data Story of Change and Variation in Its Use, Disproportionality, and Impact Over Time
Richard A. Fabes
Exclusionary discipline (ExD) involves the use of out-of-school suspensions and expulsions. This type of discipline puts students at risk for a variety of harmful outcomes (U.S Commission on Civil Rights, 2019). The use of ExD has generally decreased over time as we have become aware of its adverse consequences, but it use continues to be too high. Moreover, its use varies considerably from state to state, from district to district, and from school to school. Its use also varies for certain groups of students, with Black and Native American students being most at risk for its use (Fabes et al., 2021; Owens & McLanahan, 2020).
In this data story, the use of ExD is presented using visualizations of reports of suspensions and expulsions collected from U.S. public schools. The visualizations are interactive, allowing users to select the specific data they are interested in and make important comparisons among states, schools, and groups of students.
To view the contents of this data story, please use the Table of Contents (TOC) page. On that page, users can select which data they would like to view and the order in which it is viewed. The TOC is organized to present a story that describes the U. S. national landscape of use of ExD. A specific aim of this story is to move beyond highlighting the disparities in the use of ExD for Black and Native American students and to use these data to begin a dialog as to how to address the disparities and eventually eliminate them.
To view the TOC, click the button below.
This data story is best viewed using a desktop or laptop computer. The interactive graphics used in this data story can be challenging to view and use on mobile devices (but it is possible).
Fabes, R.A., Catherine, E., McDonald, A., & O'Rourke, H. (2024). Exclusionary discipline in U.S. public schools: An interactive data story of change and variation in its use, disproportionality, and impact over time. Arizona State University. https://pedstudy.org/data-story.
This research was supported in part by a grant from the Administration for Children and Families (ACF) of the United States (U.S.) Department of Health and Human Services (HHS) as part of a financial assistance award (Grant #: (90Y#0122-01-00) totaling $95,790 with 25 percentage funded by ACF/HHS and 75 percentage funded by non-government source(s). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by ACF/HHS, or the U.S. Government. For more information, please visit the ACF website, Administrative and National Policy Requirement. Support was also provided by funding from the Spencer Foundation and the Sanford Foundation.
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