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School Discipline Disproportionality: American Indian Students in Special Education (PDF)
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This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.This research study examines how American Indian students are disproportionately represented in school discipline referrals and administrative outcomes across general school populations.

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Citation/Source

Whitford, Denise K. 2017. “School Discipline Disproportionality: American Indian Students in Special Education.” The Urban Review 49 (5): 693–706.

Publication Date
2017

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California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.