Data from middle schools (n = 219), high schools (n = 200), and combined middle and high schools (n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school’s Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.

中文翻译：

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导致不成比例的停学率的个人和学校层面的因素：一个国家的多层次分析

来自中学 (n = 219)、高中 (n = 200) 和初高中 (n = 20) 的数据用于检查多层次模型中与增加的风险相关的个人和学校层面的因素。少数民族学生和残疾学生停学。结果表明，种族和残疾状况的个人层面变量与停赛风险增加有关。还发现多个学校层面的因素与停学风险的增加有关，包括入学率、出勤率、流动性、高素质教师的百分比、接受免费和减价餐的学生的百分比、接受特殊教育的学生的百分比服务、学校的 Title I 地位、学生与教师的比例、英语语言艺术州考试成绩、以及学校中白人学生的百分比。在这两项分析中，大部分差异与多层次模型相关，该模型表明在尝试理解和应对不成比例的停学做法时，在学校层面因素的背景下检查个别因素的重要性。