- Student level socioeconomic factors explain approx 37% of the compositional effect, or 28% or the total gap in the probability of committing any disciplinary infraction. Parental education explains 9.2% of the compositional effect, while free/reduced price lunch eligibility explains 27.5% of the compositional effect, confirming that racial differences in socioeconomic status explain substantial portion of the gap behavior.
- The disproportionate distribution of retained students accounts for 9.2% of the composition effect, the distribution of old for grade students explain only 0.8% of the effect.
- Academic achievement also explains substantial portion of the racial gap, with 36.7% of the compositional effect on race differences is explained by different distributions of achievement in the two groups.
- Approximately 21.6% of the compositional effect can be explained by differences in the proportion of peers that have committed at least one infraction during the year.
- School level descriptive measures, such as grade size, urban school , and socioeconomic status of peers serve to reduce the gap between White students and Black students, as indicated by the negative estimates.
- SES factors not only increase the likelihood of committing any infraction for both White and Black students, but also explain slightly less than a third of the total difference between Black and White students.
- The proportion of disruptive peers is positively related to the likelihood of committing any infraction, with each percent increasing the likelihood by about 7% for both groups.