The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students' race predicted English teacher referrals; students' gender, previous disciplinary infractions, and teachers' postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.