Making the Grade: English/Language Arts Pathways for Students Recommended for Expulsion

R. Allan Allday, Christine A. Christle

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Academic failure and exclusionary discipline practices are key elements in what has been described as the “school to prison pipeline.” While there exists a strong body of research on the risks for delinquency, few studies have addressed the variables within schools that exacerbate or counteract these risks. We examined the academic pathways in English/Language Arts (E/LA) of a group of students recommended for expulsion in one school district, including students with and without disabilities. We obtained the letter grades that students received and the statewide assessment (SWA) results from elementary through high school for 81 participants who were recommended for expulsion in high school. Multiple t tests demonstrated that overall, students’ performance decreased as they progressed through school and students’ SWA scores differed considerably from course performance grades in elementary school. We discuss the results in terms of implications and recommendations for improving the educational pathways of students at risk of school expulsion.

Original languageEnglish
Pages (from-to)233-242
Number of pages10
JournalJournal of Disability Policy Studies
Issue number4
StatePublished - Mar 13 2015

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2013.


  • assessment/evaluation
  • discipline
  • expulsion

ASJC Scopus subject areas

  • Health(social science)
  • Law


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