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Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment

NCJ Number
254707
Date Published
2018
Length
13 pages
Author(s)
Dewey Cornell; Jennifer Maeng; Francis Huang; Kathan Shukla; Timothy Konold
Agencies
NIJ-Sponsored
Publication Type
Research (Applied/Empirical), Report (Study/Research), Report (Grant Sponsored), Program/Project Description
Grant Number(s)
2014-CK-BX-0004
Annotation
This study examined the disciplinary consequences for 1,836 students who received a threat assessment in 779 Virginia elementary, middle, and high schools during the 2014-2015 school year.
Abstract
School psychologists are frequently asked to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes of a threat assessment generate the kind of racial disparities widely observed in school disciplinary practices. In 2013, Virginia became the first state to mandate threat assessment teams in all public schools. Multilevel logistic regression models found no disparities among Black, Hispanic, and White students in out-of-school suspensions, school transfers, or legal actions. The most consistent predictors of disciplinary consequences were the student's possession of a weapon and the team classification of the threat as serious. This study discusses possible explanations for the absence of racial/ethnic disparities in threat assessment outcomes and cautiously suggests that the threat assessment process may reflect a generalizable pathway for achieving parity in school discipline. 4 tables and 45 references (publisher abstract modified)
Date Created: July 20, 2021