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Vol.1 , No. 1, Publication Date: Mar. 23, 2018, Page: 27-40
 of Texas Grades 6, 7, and 8 White, Hispanic, and Black boys for the 2012-2013 through the 2015-2016 school years. Inferential statistical procedures, used on Texas statewide data, yielded statistically significant differences in all 4 school years and for all 3 grade levels examined. White, Hispanic, and Black Boys who were Poor were assigned to a Juvenile Justice Alternative Education Program placement at statistically significantly higher rates than White, Hispanic, and Black boys who were Not Poor. Implications, suggestions, and recommendations for policy and practice are provided.&picture=http://www.aascit.org/aascit/decorators/img/journal/931.jpg)
| [1] | Christopher Eckford, Galena Park Independent School District, Houston, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [3] | Cynthia Martinez-Garcia, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [4] | Frederick Lunenburg, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
Examined in this study was the extent to which Juvenile Justice Alternative Education Program placements differed by the economic status (i.e., Poor, Not Poor) of Texas Grades 6, 7, and 8 White, Hispanic, and Black boys for the 2012-2013 through the 2015-2016 school years. Inferential statistical procedures, used on Texas statewide data, yielded statistically significant differences in all 4 school years and for all 3 grade levels examined. White, Hispanic, and Black Boys who were Poor were assigned to a Juvenile Justice Alternative Education Program placement at statistically significantly higher rates than White, Hispanic, and Black boys who were Not Poor. Implications, suggestions, and recommendations for policy and practice are provided.
Keywords
Poor, Not Poor, Economic Status, Texas, Boys, JJAEP, White, Hispanic, Black
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