Patterns in Office Referral Data by Grade, Race/Ethnicity and Gender

Area of Science:

• Educational Psychology
• School Psychology
• Behavioral Sciences

Background:

• Office referral data is valuable for informing educational programming and interventions like Positive Behavior Interventions and Supports (PBIS).
• Understanding referral patterns can help tailor interventions to specific student demographics.
• Disparities in school discipline necessitate an examination of referral data across various student groups.

Purpose of the Study:

• To analyze patterns in office referrals within an urban school district.
• To investigate how referral patterns differ by student grade level, gender, and race/ethnicity.
• To inform the development of targeted behavioral interventions and equitable disciplinary practices.

Main Methods:

• Quantitative analysis of office referral data from an urban school district.
• Examination of referral patterns segmented by grade (K-12), gender, and race/ethnicity.
• Statistical comparison of referral rates and types across demographic groups.

Main Results:

• Referral patterns differed significantly by grade level, with aggression more common in younger students, disrespect in middle schoolers, and attendance issues in high schoolers.
• Gender differences were observed, with boys receiving more referrals for delinquent and aggressive behaviors than girls.
• Racial/ethnic differences indicated higher referral rates for African American/black students compared to Hispanic students.

Conclusions:

• Student behavior referrals exhibit distinct patterns influenced by developmental stage, gender, and race/ethnicity.
• Schools must consider demographic factors when establishing behavioral expectations and designing interventions.
• Further research is needed to explore the underlying reasons for observed disparities in school discipline and referrals.