Slate, John R2021-05-212021-05-212021-052021-03-05May 2021https://hdl.handle.net/20.500.11875/2992Purpose The purpose of this journal-ready dissertation was to determine the degree to which the number of days that Texas Grade 9, 10, and 11 students assigned an exclusionary discipline consequence differed by their ethnicity/race (i.e. Black, Hispanic, and White), and economic status (i.e. Poor, Not Poor). In the first study, the extent to which differences existed in the number of days assigned to an exclusionary discipline consequence (i.e. in-school suspension, out-of-school suspension) based on the ethnicity/race of Grade 9, 10, and 11 boys was investigated. In the second study, the extent to which differences existed in the number of days assigned to an exclusionary discipline consequence based on the ethnicity/race of Grade 9, 10, and 11 girls was investigated. In the third study, the extent in which differences existed in the number of days Texas Grade 9, 10, and 11 boys were assigned an exclusionary discipline consequence based on their economic status was investigated. Method In this analysis, a causal-comparative research design was used. Archival data were obtained from the Texas Education Agency through a Public Information Request for the 2015-2016, 2016-2017, and 2017-2018 school years. Findings In all three grade levels and for all three school years, clear disparities were documented in the assignment of days to exclusionary discipline consequences. Black boys were assigned to the highest number of days in both in-school suspension and to out-of-school suspension, followed by Hispanic boys, and then by White boys. Similar results were documented for girls. In all three grade levels and for all three school years, Black girls were assigned to the highest number of days to both in-school suspension and to out-of-school suspension, followed by Hispanic girls and then by White girls. Concerning poverty, for all three grade levels and for all three school years, Black, Hispanic, and White students who were Poor were assigned statistically significantly more days to in-school suspension and to out-of-school suspension than their peers who were Not Poor. Results were congruent with the extant literature regarding the presence of statistically significant relationships between student demographic characteristics and exclusionary discipline assignments.application/pdfenDisproportionalityIn-school suspensionOut-of-school suspensionEthnicity/RaceBlackHispanicWhiteEconomic statusPoorNot poorBoysGirlsGrades 9, 10, and 11Thesis2021-05-21