This is the second of a three-part series on school discipline. The authors present information and provide discussion questions for the audience to respond. We hope the discussion will further an understanding of the complexity of school discipline and safe and orderly schools within the context of the presented data.
by Matthew Hurt and Kathleen Smith
Findings from Virginia Data
Data on school discipline are abundant, but not always reliable. The reasons are many. Overall, data are reported by infraction to the Virginia Department of Education (VDOE) and to the Office of Civil Rights by each school division. One kind of infraction in one school division may be deemed another kind of infraction by another division. For example, using a curse word while talking to a teacher could be considered disrespect or a threat, depending on who is entering the data in the system. Although the VDOE has attempted to clarify the language over time, it still may not be reliable. For this reason, the data used herein refer to only a few data points of what is reported to the Office of Civil Rights by divisions for each school every two years in 2015-2016 and 2017-2018. This data can be found here. Some data are highlighted below.





Congruency Matters in Learning and Discipline Data
Congruency means that percent of total of a discipline indicator should be similar or equal to the enrollment percent of total. In other words, in 2017-2018, if 22 percent of students are Black, then 22 percent of Black students should have been suspended. In 2017-2018, 51 percent of the total number of suspensions were of Black students. This means that the Black populationโs results are not congruent to the actual percent of the Black students in the total population. (more…)








