Boys, African American, and Hispanic children, and children with disabilities are disproportionately excluded from early care and education settings, though few studies computed disproportionality.¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Only two studies could compute racial disproportionality; both found boys, African American, and Hispanic children at greater disproportionate risk of exclusion. → Katherine M. Zinsser 2022 q2 i? Zeng et al. (2020) reported children with disabilities were overrepresented among excluded children. → Katherine M. Zinsser 2022 (2)

Evidence¶

Katherine M. Zinsser 2022¶

Katherine M. Zinsser, H. Callie Silver, Elyse R. Shenberger, and Velisha Jackson. (2022). A Systematic Review of Early Childhood Exclusionary Discipline. Review of Educational Research. https://doi.org/10.3102/00346543211070047

q2 · i? · review · r3

The review reports that only two studies (Giordano, 2020; Zeng et al., 2019) could compute and report racial disproportionality because few collected demographics of enrolled children; per Table 2, Zeng et al. (2019) printed Male OR = 2.6 and Hispanic OR = 3.7 for suspension/pick-up.

"However, as seen in K–12 settings (Welsh & Little, 2018), according to these two studies, boys, African American, and Hispanic children were at greater disproportionate risk for being excluded."

Katherine M. Zinsser 2022 (2)¶

Katherine M. Zinsser, H. Callie Silver, Elyse R. Shenberger, and Velisha Jackson. (2022). A Systematic Review of Early Childhood Exclusionary Discipline. Review of Educational Research. https://doi.org/10.3102/00346543211070047

q2 · i? · review · r2

The review attributes this finding to Zeng et al. (2020), a secondary analysis of the National Survey of Early Care and Education; Table 2 prints 5.4% of children with disabilities versus 1.5% without for suspension/pick-up, with children with disabilities 3.7× children without.

"Similarly, Zeng et al. (2020) reported that children with disabilities were overrepresented."

Discussion¶

Related Claims¶

• Exclusionary discipline is common across early care settings: between 9.0% and 39.3% of teachers or programs reported using it in the prior year. — related
• Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment — a narrower finding that bears on this claim
• African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools in 2013-14 — related
• Racial differences in suspension rates reflect policies and adult biases, not differences in behavior — related
• AP Computer Science participation is disproportionately low among girls and students of color — related
• Research on early childhood exclusionary discipline is accelerating but remains dominated by cross-sectional designs and convenience samples of a few hundred teachers. — related
• Children's prior expulsion history is positively associated with expulsion risk, while rated disruptiveness of behavior was not a significant predictor in the one study testing both. — related