The Impact of Disciplinary Exclusions on High School Graduation
The purpose of this evaluation was to consider the impact of exclusionary practices on graduation from high school for one school district. Data were evaluated to consider the impact of exclusionary practices on various subgroups, including: race and ethnicity, gender, SPED or students with disabilities (SWD), English Language Learners (ELL), Ever-English Learners (Ever), and low socio-economic status (SES).
Exclusionary Practices Part II
This follow-up report analyzed high school discipline data to determine the effects of school discipline practices related to graduation rates. Data was disaggregated by student demographics.