2023-11-292023-11-292023-05https://hdl.handle.net/2346/96919This dissertation contains three empirical studies which examine exclusionary discipline policy issues in Texas schools using different datasets and quantitative methods. The first study investigates the disparities in exclusionary discipline consequences for students in special education and whether receiving an Individualized Education Plan (IEP) is associated with changes in exclusionary discipline outcomes for students. The study uses administrative data from a Texas school district. Exclusionary discipline outcomes are broken down by disability type to examine specific disparities and variances. The second study examines whether the implementation of Conscious Discipline affects the frequency of exclusionary discipline outcomes for students in a North Texas school district. The study uses data from three Texas school districts in region 11. The third study investigates to what extent participation in a fine arts enrichment course (art, dance, theater, music) affects a student’s likelihood of receiving exclusionary discipline and being absent from school. This study uses administrative data from a Texas school district. Prior research shows that exclusionary discipline has negative outcomes for students and does not change student behavior. This dissertation affirms prior research and shows that current discipline policies can lead to inequities for students with disabilities and Black students being assigned higher frequencies of exclusionary discipline. This dissertation also investigates options to improve outcomes for students.Application/pdfenExclusionary Disciplinein-school suspension (ISS)out-of-school suspension (OSS)expulsiondisabilitiesConscious DisciplineFine ArtsDissertationAccess is not restricted.