Abstract

The extent to which differences were present in the receipt of in-school suspension and out-of- school suspension assignments as a function of gender and ethnicity race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of- school suspension to boys and girls Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability With respect to ethnicity race Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of- school suspensions at statistically significantly higher rates i e 1 to 2 times more often than their Hispanic and White counterparts Clear disproportionalities were established in the assignment of both in-school suspensions and out-of- school suspensions by the gender and ethnicity race of Texas Grade 9 students who had a Learning Disability