AERA 2026: Harsher Punishments, Lesser Infractions - Disciplinary Injustice for Native American Students

Sat, 11 Apr 2026 00:00:00 +0000

Presentation at the American Educational Research Association (AERA) Annual Meeting

Date: Saturday, April 11, 2026
Time: 9:45 AM to 11:15 AM PDT (12:45 PM to 2:15 PM EDT)
Location: JW Marriott Los Angeles L.A. LIVE, 4th Floor, Diamond 2

Abstract

Exclusionary discipline disproportionately affects youth of color, but Indigenous student experiences remain underexplored. Using 2019-2020 New Mexico K-12 data, we applied random intercept multilevel modeling to examine the impact of race and infraction severity on odds of receiving harsh discipline (out-of-school suspension, justice system referral) versus in-school suspension.

Key Findings:

White students had 20% lower odds (p = .003) of receiving harsh discipline compared to Native American students
While odds of harsh discipline increased for all students as infraction severity increased, odds of receiving harsh discipline declined more sharply for White, Black, and Latine students compared to Native American students as infraction severity decreased
Native American students faced harsher consequences for less serious infractions, underscoring the need for equity-focused discipline reform

This research highlights critical disparities in school discipline practices and calls for systemic reform to ensure equitable treatment of Indigenous students in New Mexico public schools.

Authors: Allie Watson-Grace, Hannah Yang, and Dr. Gia Barboza-Salerno

This manuscript is currently under review at AERA Open.

Historical Discipline in Colorado School Districts (2011–2017)

Wed, 27 Aug 2025 00:00:00 +0000

Overview

School discipline practices are a critical measure of equity in education. Suspensions and expulsions are strongly linked to negative academic and developmental outcomes, including higher dropout risk, lower graduation rates, and greater involvement with the juvenile justice system.

Analysis of Colorado Civil Rights Data Collection (CRDC) records from 2011 to 2017 shows that exclusionary discipline is not distributed randomly. Districts serving larger proportions of children in poverty face disproportionately high rates of in-school and out-of-school suspension. Across all years studied, there is a strong poverty gradient: each 1 percentage-point increase in child poverty predicts about +0.20 OSS and +0.18 ISS per 100 students. These disparities highlight the structural nature of discipline outcomes and the urgent need for systemic policy responses.

Policy Relevance

Legal Context: Colorado law requires that districts implement fair, clearly communicated conduct policies and ensure that discipline allows for discretion and supportive alternatives. Yet this legal mandate is often a neglected component of discipline outcomes and processes, leaving inequities in enforcement unchecked.
Educational Equity: Disproportionately high suspension rates in high-poverty districts fuel achievement gaps, dropout risk, and long-term justice involvement.
Civil Rights: Unequal enforcement of discipline undermines the legal promise of equal educational opportunity. Stronger accountability mechanisms are needed to ensure fair application of state and federal mandates across districts.

Recommendations

Address the Poverty Gradient: Direct funding and resources to high-poverty districts, where suspension rates are consistently highest.
Support Alternatives to Suspension: Expand restorative practices, mental health supports, and culturally responsive interventions to reduce reliance on exclusionary discipline.
Enforce Legal Mandates Equally: Strengthen oversight to ensure that fair, clearly communicated conduct codes and supportive alternatives are applied consistently across all districts.
Improve Data Transparency: Require disaggregated reporting (by race, sex, disability) to monitor compounding disparities and support equity-focused interventions.

Download

Download the full brief (PDF)

Discipline | ISSUES | The Ohio State University