Exploration of variables leading to alternative disciplinary placements in Texas

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dc.contributor.advisorPemberton, Jane
dc.contributor.advisorWiebe, Michael
dc.contributor.advisorSterrett, Teresa
dc.contributor.advisorMarshall, David, Ph. D.
dc.contributor.authorWaller, Sharon Kayen_US
dc.date.accessioned2014-06-26T14:54:02Z
dc.date.available2014-06-26T14:54:02Z
dc.date.copyright2013en_US
dc.date.issued2013-03-12en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/11274/754
dc.language.isoen_USen_US
dc.subjectSpecial educationen_US
dc.subjectEducation
dc.subjectAlternative education
dc.subjectAt-risk students
dc.subjectDiscipline
dc.subjectStudent placement
dc.titleExploration of variables leading to alternative disciplinary placements in Texasen_US
dc.typeDissertationen_US

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