Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state

Kaitlin P. Anderson; Gary W. Ritter

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Kaitlin P. Anderson
University of Arkansas

Kaitlin P. Anderson is a Distinguished Doctoral Fellow in the Department of Education Reform at the University of Arkansas. Her research focuses on rigorously evaluating the effects of school policies designed for or affecting disadvantaged students. Her work covers issues such as school discipline, school choice, teacher quality, and quantitative methods.

Gary W. Ritter
University of Arkansas

Gary W. Ritter is a Professor of Education Policy and holder of the Endowed Chair in Education Policy in the Department of Education Reform at the University of Arkansas. His primary areas of interest are teacher quality, teacher evaluation, racial segregation in schools, and the implementation and evaluation of programs aimed at improving educational outcomes for traditionally under-served students. Ritter’s work has been published in Phi Delta Kappan, Review of Educational Research, Education Finance & Policy, Educational Policy, Education & Urban Society, Educational Evaluation and Policy Analysis, the Journal of Education Finance, and Education Next.

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