TEA Data Reveal Discipline Disparities at Two Area Schools
A Shop in Seagoville analysis of Texas Education Agency data found clear discipline gaps at two local high schools. Several student groups were removed from regular classrooms far more often than their classmates during the 2024 to 2025 school year.
Groups With Elevated Discipline Rates
- Black students at Seagoville High School and Crandall High School
- Boys at both campuses in every category reviewed
- Economically disadvantaged students at both campuses
- Students classified by the state as at risk
The largest racial gap appeared at Seagoville High School. There 11.9% of Black students received a disciplinary alternative education program placement. The corresponding rate was 5.3% for Hispanic students and 7.2% for white students.
At Crandall High School Black students had the highest in school suspension rate. Hispanic students had the highest DAEP placement rate among the three largest racial groups. Boys were substantially more likely than girls to receive both forms of discipline at both schools.
The data do not explain why the differences occurred. They do identify the groups most affected by removals from regular classrooms.
Crandall Recorded More Discipline Actions
Students who received at least one reportable disciplinary action.
Disciplinary actions for every 100 students enrolled.
Students who received at least one reportable disciplinary action.
Disciplinary actions for every 100 students enrolled.
TEA counted 398 Crandall High students who received at least one reportable disciplinary action. That represented 18.5% of the school cumulative full year enrollment of 2,153 students. Crandall High reported 997 disciplinary actions in all.
Seagoville High reported 339 disciplined students. That represented 17.2% of its cumulative enrollment of 1,966 students. The school recorded 654 total actions.
| Campus | Students disciplined | Share of enrollment | Total actions | Actions per 100 |
|---|---|---|---|---|
| Crandall High | 398 | 18.5% | 997 | 46.3 |
| Seagoville High | 339 | 17.2% | 654 | 33.3 |
The categories overlap and one student can generate multiple actions. A student who received an in school suspension and was later assigned to a DAEP would appear in both categories. That student is counted only once in the campus total for disciplined students.
Black Students Led Crandall Suspension Rate
Black students represented 28.5% of the Crandall High cumulative enrollment. They accounted for 41.9% of students who received an in school suspension.
The in school suspension rate was 21.5% among Black students. The rate was 13% among Hispanic students and 9.9% among white students.
The pattern changed for DAEP placements. Hispanic students recorded the highest rate at 8.1%. The Black student rate was 6.5% and the white student rate was 6.1%.
Hispanic students made up 41.7% of the Crandall High cumulative enrollment. They accounted for 49.3% of students receiving DAEP placements.
| Group | Enrollment share | In school suspension | Out of school suspension | DAEP placement |
|---|---|---|---|---|
| Black | 28.5% | 21.5% | 10.3% | 6.5% |
| Hispanic | 41.7% | 13.0% | 9.8% | 8.1% |
| White | 25.0% | 9.9% | Not available | 6.1% |
TEA masked the Crandall High white out of school suspension count under its student privacy rules.
Seagoville Gap Was Widest in DAEP Placements
Black students represented 20.4% of the Seagoville High cumulative enrollment. They accounted for 30.6% of students receiving in school suspensions and 36.4% of those receiving DAEP placements.
The Black DAEP rate of 11.9% was more than twice the Hispanic rate of 5.3%. Black students also had the highest in school suspension rate at 21.6%. The white student rate was 18.8% and the Hispanic student rate was 12%.
Hispanic students constituted 71.1% of enrollment. They accounted for 59.2% of students receiving in school suspensions and 56.1% of those receiving DAEP placements.
| Group | Enrollment share | In school suspension | DAEP placement |
|---|---|---|---|
| Black | 20.4% | 21.6% | 11.9% |
| Hispanic | 71.1% | 12.0% | 5.3% |
| White | 7.0% | 18.8% | 7.2% |
Seagoville High out of school suspension totals were not reported in the TEA campus summary. That gap prevented a comparable subgroup analysis for the category.
Boys Faced Discipline at Higher Rates
Gender produced one of the clearest gaps at both schools. At Crandall High 19.2% of boys received an in school suspension compared with 9.4% of girls. Boys also received DAEP placements at more than twice the rate of girls.
At Seagoville High the in school suspension rate was 18.6% for boys and 10.1% for girls. The DAEP rate was 9.5% for boys and 3.8% for girls.
| Campus | Boys suspension rate | Girls suspension rate | Boys DAEP rate | Girls DAEP rate |
|---|---|---|---|---|
| Crandall High | 19.2% | 9.4% | 9.4% | 4.0% |
| Seagoville High | 18.6% | 10.1% | 9.5% | 3.8% |
Economic Gaps Were Wider at Crandall
Economically disadvantaged students represented 57.8% of the Crandall High cumulative enrollment used in the discipline report. Their in school suspension rate was 17.6% compared with 10.6% for students who were not economically disadvantaged. The out of school suspension rates were 10.6% and 4.3%.
The DAEP rate for economically disadvantaged students at Crandall was 8.9%. That figure was more than twice the 4.1% rate for other students.
Seagoville High served a much higher concentration of economically disadvantaged students at 90.7% of its cumulative enrollment. Those students had an in school suspension rate of 14.9% compared with 10.4% for students who were not economically disadvantaged. The Seagoville DAEP difference was smaller at 6.8% and 5.5%.
The frequently cited figures showing Crandall ISD as 45.9% Hispanic and 64.6% economically disadvantaged are accurate for the more recent 2025 to 2026 district enrollment. They should not be used as denominators for the 2024 to 2025 campus discipline data.
This analysis instead used the matching cumulative enrollment at each high school for the same reporting year.
Special Education Patterns Differed
Crandall High students receiving special education services had higher discipline rates than their classmates. The in school suspension rate was 21.4% for special education students and 13.6% for students outside special education. The out of school suspension rates were 11.2% and 7.4%.
The Crandall DAEP gap was narrower at 8.2% for special education students and 6.7% for other students.
Seagoville High did not show the same pattern. Its special education students had an in school suspension rate of 12.1% and that figure sat below the 14.8% rate among other students. DAEP rates were 6% for special education students and 6.8% for students outside special education.
At Risk Students Faced Higher Rates
Students classified by the state as at risk of failing academically or dropping out represented 52.2% of the Crandall High cumulative enrollment. They accounted for 71.7% of students receiving in school suspensions and 78.4% of students assigned to a DAEP.
Their in school suspension rate was 20.1% compared with 7.6% among students who were not classified as at risk.
At Seagoville High these students constituted 77.9% of enrollment and 82% of students receiving in school suspensions. Their suspension rate was 15.2% and that figure was twice the 7.6% rate for students not classified as at risk. Some DAEP counts for other students were masked and that prevented full rate comparisons.
The Numbers Raise Different Questions
The data show overrepresentation but they do not establish its cause. TEA reports do not disclose the circumstances of individual cases. They also leave out whether students had previous infractions and how administrators exercised discretion.
The DAEP figures also reflect different mixes of cases. At Crandall High 169 of 194 DAEP actions were coded as mandatory placements. At Seagoville High 77 of 161 were mandatory while 84 were discretionary.
That difference makes it especially important to examine mandatory and discretionary discipline separately.
What Families and School Leaders Can Ask Next
- Are disciplinary rules applied consistently across every student group?
- What specific conduct generates the largest share of classroom removals?
- Are less exclusionary interventions available before a removal is ordered?
- Why do certain groups appear more frequently in particular discipline categories?
This report uses the TEA Annual Campus Discipline Summary for 2024 to 2025. TEA says its discipline records come from PEIMS and cover actions that remove students from some part of their regular classroom program.
Student counts represent individual students within each action group. Action counts may include the same student multiple times. The official 2024 to 2025 district report listed Crandall ISD at 43.6% Hispanic and 61.7% economically disadvantaged.
