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Exclusionary Discipline in U.S. Public School Early Childhood Education

Description:

The purpose of this research is to examine the prevalence, disparities, and factors associated with the use of exclusionary discipline in U.S. public school-affiliated preschool programs. We plan to do this by conducting secondary data analyses using data from the 2015-2016 U.S. Department of Education Civil Right Data Collection (CRDC) as well as secondary datasets from the National Center for Education Statistics (NCES), the U.S. Census, and the Children’s Opportunity Index (e.g.,www.diversitydatakids.org). Exploratory, single-level, and multilevel statistical models will be used to identify the factors that predict the use of exclusionary discipline at the school-, school district-, census tract-, county-, and state-levels. Outputs from these models will be used to create maps to identify the contexts with high and low rates of exclusionary discipline. These outputs will provide guidance and insight to educators and policymakers who are developing strategies designed to reduce the use of exclusionary discipline in preschool contexts. As such, the impact of this work will provide a basis for new information for researchers, practitioners, and policy makers that can be used to reduce and eliminate the use of exclusionary discipline in the context of early childhood education (and beyond).

Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Grantee(s)/Contrator(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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