Race, School Discipline, and Magnet Schools

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dc.contributor.authorKitchens, Karin E.en
dc.contributor.authorBrodnax, NaLetteen
dc.date.accessioned2022-04-15T15:00:10Zen
dc.date.available2022-04-15T15:00:10Zen
dc.date.issued2021-07en
dc.description.abstractSchool 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.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1177/23328584211033878en
dc.identifier.eissn2332-8584en
dc.identifier.other2.33285842110339E+016en
dc.identifier.urihttp://hdl.handle.net/10919/109673en
dc.identifier.volume7en
dc.language.isoenen
dc.rightsCreative Commons Attribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectsuspensionsen
dc.subjectmagnet schoolsen
dc.subjectraceen
dc.titleRace, School Discipline, and Magnet Schoolsen
dc.title.serialAERA Openen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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