Multilevel evaluation of factors predicting school exclusion among middle and high school students

By Matthew T. Theriot, Sarah W. Craun, David R. Dupper. 2010

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Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “CLD students also tend to receive more severe consequences for behavioral violations, especially suspensions and expulsions ( Krezmien, Leone, & Achilles, 2006 ; Theriot, Craun, & Dupper, 2010 ) and are proportionally identified more often as having behavioral disorders than students from white bac”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “…select school systems is common within this literature (e.g., Arcia et al., 2007; Bruns et al., 2005; Fantuzzo et al., 2007; Gregory & Weinstein, 2008; Hinjosa, 2008; Raffaele Mendez et al., 2002; Theriot et al., 2010), but may mask patterns and predictors of disparity that are contextually based.”
Exclusionary Discipline of Students With Disabilities (2014, methodology): “…in studies where both levels of data were available, researchers may not have utilized analyses that accounted for clustering of students in schools because of their reliance on non-parametric tests, correlation, and linear regression (e.g., Theriot et al., 2010; Wu, Pink, Crain, & Moles, 1982).”