global-journal-of-human-social-science-g-linguistics-education Global Journal of Human-Social Science - G: Linguistics & Education 0975-587X 2249-460X Global Journals Publishing Group Incorporated 63664 Differences in Disciplinary Consequence for Texas Middle School Boys as a Function of Ethnicity/Raceand Economic Status SlateJohn R. EckfordChristopher UNITED STATES, Sam Houston State University 15 01 2016 16 G8 43 47

Examined in this study was the degree to which differences were present in Juvenile Justice Alternative Education Program (JJAEP) placements for Grade 7 and 8 boys in Texas as a function of their ethnicity/race and economic status. Texas statewide middle school discipline data were obtained from the Texas Education Agency Public Education Information Management System on all boys in the 2010-2011 school year. Inferential statistical procedures revealed the presence of statistically significant differences in JJAEP placements forboys in both Grades 7 and 8 as a function of their economic status and ethnicity/race. In both Grade 7 and Grade 8, Black boys had statistically significantly higher percentage of JJAEP placements than their White counterparts, 3 to 4 times higher. For Hispanic boys in Grades 7 and 8, they had a JJAEP placement rate that was 2 to 3 times higher than the JJAEP placement rate of White boys.

 economically disadvantaged expulsion juvenile justice alternative education program (JJAEP) school-to-prison pipeline white hispanic black. Full Text

Examined in this study was the degree to which differences were present in Juvenile Justice Alternative Education Program (JJAEP) placements for Grade 7 and 8 boys in Texas as a function of their ethnicity/race and economic status. Texas statewide middle school discipline data were obtained from the Texas Education Agency Public Education Information Management System on all boys in the 2010-2011 school year. Inferential statistical procedures revealed the presence of statistically significant differences in JJAEP placements forboys in both Grades 7 and 8 as a function of their economic status and ethnicity/race. In both Grade 7 and Grade 8, Black boys had statistically significantly higher percentage of JJAEP placements than their White counterparts, 3 to 4 times higher. For Hispanic boys in Grades 7 and 8, they had a JJAEP placement rate that was 2 to 3 times higher than the JJAEP placement rate of White boys.