The Correlation Between School Discipline and High School Graduation Rates at Title I High Schools

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

The purpose of the study was to investigate the extent to which school discipline practices predict graduation rates in Title I schools in Texas. The literature review included three themes. Theme A was the background overview of Title I programs. Theme B centered on school discipline from policy to practice. Theme C was graduation rates, which included patterns and trends, transitions, and academic performance. This study addressed a notable gap in existing literature by focusing on high-performing Title I schools in the context that are often overlooked in favor of underperforming schools in discipline research. This study used a quantitative, non-experimental, correlational-predictive research design utilizing archival data from high-achieving Title I high schools in Texas. This design was selected because it enabled the examination of naturally occurring data without manipulation, making it well-suited for identifying statistical relationships between disciplinary practices and graduation outcomes. While causality was not established, the design allowed for meaningful predictions based on observable patterns within the data. The population for this study comprised students enrolled in Title I high schools in Texas during the 2022-2023 academic year.

Advisor

Mack Hines

Subject Categories

Education

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