Multilevel Modeling Resolves Ambiguities in Analyses of Discipline Disproportionality: A Demonstration Comparing Title 1 Montessori and Non-Montessori Schools

Abstract

Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study suggests there is less racial discipline disproportionality in Montessori schools, so we used our new approach, along with relative rate ratios and risk differences, to compare discipline disproportionality in a sample of Title 1 Montessori and non-Montessori schools identified using propensity score matching. Using the multilevel model clarified results from other measures: Discipline disproportionality was similar across school settings, even though overall rates were significantly lower in the Montessori schools.

Keywords:

• Discipline disproportionality
• equity
• Montessori

Acknowledgements

Many thanks to Sofia Mohammed and Clay Ford for their help with this project.

Data Availability Statement

The data and code that support the findings of this study are available in a GitHub repository, Title1-Montessori, at https://github.com/leboeuf77/Title1-Montessori

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B200005 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by Wend grant 2021–132 and a grant from the Wildflower Foundation to AL.