PHD, Kent State University, 2016, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The present study examined the relationship between exclusionary discipline practices (out-of-school suspension 10 days or less, out-of-school suspension more than 10 days, in-school suspension 10 days or less, in-school suspension more than 10 days) and educational outcomes (graduation with a regular diploma and certificate, dropout) of students with disabilities, while concurrently examining whether participant characteristics (gender: male and female; race: Black and White; disability type: Emotional Disturbance and Specific Learning Disability) moderated this relationship. The current study analyzed data from an existent data set, which contained information from each state on a variety of factors related to children with disabilities. Multiple linear regression analyses were used in order to answer the research questions. Results show support for a predictive curvilinear relationship between the discipline technique of out-of-school suspension 10 days or less and educational success in students with disabilities. Gender, race, and disability type did not moderate the relationship between suspension and educational outcomes in students with disabilities.

Committee: Caven Mcloughlin (Committee Co-Chair); Jason Schenker (Committee Co-Chair); Frank Sansosti (Committee Member) Subjects: Educational Psychology