Key points:
- The jump in racial gaps caused by top referrers is largely driven by referrals issued for more subjective reasons
- Repeated disciplinary actions can hurt student engagement, achievement, and long-run success
- See related article: Addressing the digital divide’s effects on education and the workforce
The top 5 percent of teachers most likely to refer students to the principal’s office for disciplinary action do so at such an outsized rate that they effectively double the racial gaps in such referrals, according to new research from the American Educational Research Association (AERA).
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