The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.

近几十年来，学校学科文献迅速扩展，但学校学科模式的概念化和衡量仍然被忽视。在本文中，我们提出了一个全面的分析框架来检查学校纪律模式，其中包括捕捉排他性纪律的普遍性和差异的学校级指标和检查学生经历排他性纪律的可能性的基于回归的方法。我们将该框架应用于纽约市，并根据学校层面的指标，发现黑人学生的患病率最高，比例最高。回归模型的结果证实，黑人学生最有可能收到办公室纪律转介和停学，并且对类似类别的违规行为进行不同的停学处理。调查结果说明了学校纪律过程的细微差别，并为考虑一系列可用的分析工具提供信息，教育利益相关者可以使用这些工具更好地衡量和理解排他性纪律。