Excessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they view the school's disciplinary environment as positive. The current study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and schools (K = 53). Two metrics of discipline disproportionality were used (i.e., the risk ratio and the risk difference) and moderation was examined through cross-level interactions. Results indicated that, regardless of race, students perceived the disciplinary environment as significantly less favorable in schools with greater racial discipline disproportionality when measured by the risk ratio, but not when measured by the risk difference. Using different disproportionality metrics in education research has important implications for policies and practices to identify and address the issue. How discipline disparities relate to the way that students perceive the disciplinary environment will likely inform intervention efforts for school psychologists.

在美国学校中，黑人学生过度使用排他性学校纪律是一个持续的系统性问题，有可能影响学生对学校的看法。例如，学生可能会注意到校外停学期间的种族差异，这可能与他们在学业上的参与程度以及他们在多大程度上认为学校的学科环境是积极的有关。当前的研究通过拟合一系列三级模型来调查学校级种族纪律的不均衡性，并观察与学生对学业投入和学校纪律环境的看法有关的教室级积极行为支持，其中包括学生数据（N  = 17,115） ），教室（J  = 310）和学校（K = 53）。使用了两个学科不成比例的指标（即风险比和风险差异），并通过跨层次的交互作用来检验适度性。结果表明，无论种族如何，以风险比衡量，但种族差异更大的学校，学生都认为纪律环境明显不利，而以风险差异衡量，则不然。在教育研究中使用不同的不成比例性度量标准对识别和解决问题的政策和实践具有重要意义。学科差异与学生对学科环境的感知方式之间的关系可能会为学校心理学家的干预工作提供信息。