Disrupting the Cascade: Using Improvement Science to Mitigate Negative Outcomes Associated with Exclusionary Discipline Practices in Schools

Author

Katelyn SingletonFollow

Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Systems Improvement Science

Committee Chair/Advisor

Edwin Nii, Bonney, Ph.D.

Committee Member

Brandi Hinnant-Crawford, Ph.D.

Committee Member

Jacquelynn Malloy, Ph.D.

Committee Member

Giancarlo Anselmo, Ed.D.

Abstract

The use of exclusionary discipline practices in schools has continued to increase since the advent of Zero Tolerance discipline policies in the 1990s. Research indicates that these practices are largely ineffective in addressing behavior, and result in detrimental outcomes for students and communities. This study focused on the use of Disciplinary Alternative Education Programs (DAEPs) as a form of exclusionary discipline. Using an improvement science design, the purpose of this study was to identify how DAEPs can be leveraged to mitigate negative outcomes associated with exclusionary discipline. Specifically, this study sought to understand how implementing explicit skill instruction and adult support at a DAEP in a small, rural school district impacts outcomes for a group of 9^th grade students (N=8). A comparison of the intervention groups’ Grade Point Average (p=.853) and total class period absences (p=.115) with students that did not receive intervention was achieved through a independent samples t-test, which yielded nonsignificant results. A paired-samples t-test was performed to compare disciplinary interactions experienced by students before and after intervention. Results did not indicate a statistically significant reduction (p=.20), however, a comparison of means did suggest over a 50% reduction of overall referrals. An analysis of semi-structured interviews conducted with a variety of stakeholders (educators, parents, students) yielded positive results. Stakeholders reported perceived reductions in recidivism and increased skill development. Findings of this study will be of particular interest to practitioners seeking to implement similar interventions, as well as local and state policymakers. Overall, results not only contribute to the growing body of literature regarding DAEPs, but also emphasize the potential for meaningful change when utilizing an improvement science framework.

Recommended Citation

Singleton, Katelyn, "Disrupting the Cascade: Using Improvement Science to Mitigate Negative Outcomes Associated with Exclusionary Discipline Practices in Schools" (2024). All Dissertations. 3752.
https://open.clemson.edu/all_dissertations/3752