Sociocultural Correlates of Disciplinary Exclusion Among Students With Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset

By Georgianna M. Achilles, M. Mclaughlin, Robert G. Croninger. 2007

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Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “In addition, students identified with a special education disability were more likely to be suspended or expelled (Achilles et al., 2007; Goran & Gage, 2011; Zhang, Katsiyannis, & Herbst, 2004).”
The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities (2011, background): “Similarly, Achilles, McLaughlin, and Croninger (2007) reported that African American ethnicity as well as male gender were significantly associated with a higher likelihood of exclusion among students who had emotional and behavioral disorder, attention deficit/hyperactivity disorder, or a learning…”
Exclusionary Discipline of Students With Disabilities (2014, background): “The first incorporated variables reflecting school size (total enrollment and student–teacher ratio) and sociodemographics (minority, English language learner [ELL], free/reduced lunch enrollment, teacher race, and training) to evaluate the assumption that community sociodemographics, particularly p”