DIFFERENCES IN DISCIPLINARY CONSEQUENCES AND REASONS FOR DISCIPLINARY CONSEQUENCE ASSIGNMENT AS A FUNCTION OF GRADE SPAN CONFIGURATION BY STUDENT ECONOMIC STATUS

Abstract

Examined in this study were the effects of grade span configuration on disciplinary consequence assignments and the reasons for disciplinary consequence assignments by student economic status. Results were statistically significant for each of the two school years examined. A higher percentage of students who were Not Poor, Moderately Poor, and Very Poor and who were enrolled in middle school settings were assigned to a Disciplinary Alternative Education Program placement than were their peers in KG-8 schools. The top three consequences most often assigned were in-school suspension, out-of-school suspension, and Disciplinary Alternative Education Program. Code of Conduct violation was the top reason students received disciplinary consequences.