Exploration of variables leading to alternative disciplinary placements in Texas

Abstract

The purpose of this study was to explore variables related to student placement in alternative educational settings in the state of Texas. Archival research was conducted utilizing the Academic Excellence Indicator System (AEIS) of all Texas public school districts for the 2011-2012 academic year, excluding charter schools. The variables utilized in the study were percentages of discretionary disciplinary placements, special education enrollments, economically disadvantaged, at-risk, limited English proficient, African American, Hispanic, and white students. Multiple linear regression was used to examine variables contributing to disciplinary alternative placement for students in Texas. The findings indicated that students identified as at-risk and those of African American heritage have higher percentages of disciplinary placements than students identified as economically disadvantaged, limited English proficient, Hispanic, white, or receiving special education services.