Race, School Discipline, and Magnet Schools

School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-le...

Full description

Saved in:
Bibliographic Details
Published in:AERA open 2021-07, Vol.7 (1)
Main Authors: Kitchens, Karin, Brodnax, NaLette
Format: Article
Language:English
Subjects:
African American Students
Discipline
Educational Environment
Elementary Secondary Education
Hispanic American Students
Low Income Students
Magnet Schools
Public Schools
Race
Racial Differences
School environment
Suspension
White Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.
ISSN:2332-8584
2332-8584
DOI:10.1177/23328584211033878