|
|
Pub Date: |
2012-08-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
|
|
|
|
Descriptors:
Elementary Secondary Education; Suspension; Educational Indicators; African American Students; Disabilities; White Students; American Indians; Students; Asian American Students; Hispanic American Students; Disproportionate Representation; Racial Differences; Gender Differences; School Districts; Discipline Policy; State Legislation; State Regulation
Abstract:
Well over three million children, K-12, are estimated to have lost instructional "seat time" in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, "combined". Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This executive summary presents the findings of a national report that is based on suspensions of students in K-12 in 2009-2010. This national report represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. [For the full report, "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School," see ED534178.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (44K)
|
|
|
Pub Date: |
2012-08-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
|
|
|
|
Descriptors:
Elementary Secondary Education; Suspension; Expulsion; Educational Indicators; Predictor Variables; Dropouts; Potential Dropouts; African American Students; Disproportionate Representation; Race; Special Education; School Districts; Discipline Policy; Supervision
Abstract:
Well over three million children, K-12, are estimated to have lost instructional "seat time" in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, "combined". Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This national report, based on suspensions of students in K-12 in 2009-2010, represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. The report begins by providing national- and state-level estimates, but perhaps the most valuable information presented is the detailed analysis of nearly 7,000 school districts from every state in the nation. In this national database, using the companion spreadsheets, readers will easily locate the highest suspending school districts for each racial group, and for students with and without disabilities. This report demonstrates that, in most districts, the highest risk for suspension is revealed when the data are disaggregated by race and combined with gender and/or disability status. Appended are: (1) Data Omissions; and (2) Methods and Treatment of Errors. (Contains 11 tables, 10 figures and 32 footnotes.) [For "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. Executive Summary," see ED534184.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (621K)
|
Author(s): |
Shah, Nirvi |
Source: |
Education Week, v32 n8 p1, 14-15 Oct 2012 |
|
Pub Date: |
2012-10-17 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Suspension; Empathy; Zero Tolerance Policy; Functional Behavioral Assessment; Discipline; Discipline Policy; Discipline Problems; Educational Practices; Effective Schools Research; Critical Incidents Method
Abstract:
At City Springs and many other schools across the country, restorative practices are about holding students accountable and getting them to right a wrong. The approach is getting more notice than ever as criticism grows of zero-tolerance disciplinary policies that often require out-of-school suspension and expulsion. Educators are turning to restorative practices, peer courts in middle and high schools, and related efforts in the hopes of changing students' bad behaviors rather than simply kicking them out of school as punishment and risking disconnecting them from school altogether. Restorative practices in schools originate from a criminal-justice technique in which convicts are held accountable in part by facing the people they have harmed. The strategies have been around for years and are used around the country and internationally. But the concept still has skeptics.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
Author(s): |
Shah, Nirvi |
Source: |
Education Week, v32 n11 p1, 18-19 Nov 2012 |
|
Pub Date: |
2012-11-07 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Discipline Policy; Hispanic American Students; Public Schools; High Schools; Urban Schools; At Risk Students; Special Schools; Suspension; Violence
Abstract:
Some of the students at Success Academy are doing International Baccalaureate-level work. Most of the classes have just five or six students. But this Baltimore public high school isn't for elite students. Admission depends on whether students have done something so serious a regular district school won't have them anymore: assaulting classmates or staff members, possessing or distributing drugs, or wielding weapons. The school, serving as many as 100 students at a time, costs more than $1.2 million a year to run, but the district, which houses the program at its headquarters, says keeping students learning and in school--somewhere--while they are serving out a suspension or have been kicked out of their own schools is far less expensive than the alternative. School-based discipline options like this one are being tried in schools nationwide as a substitute for punishments that force students out of school, which have been shown to disproportionately affect black, Latino, and male students and those with disabilities.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
Author(s): |
Fennell, Reginald |
Source: |
Journal of American College Health, v60 n7 p491-494 2012 |
|
Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Public Health; Smoking; Alcohol Education; Campuses; Universities; College Students; School Policy; Discipline Policy
Abstract:
Tobacco-free campuses are a great public health initiative. "Healthy People 2020" and "Healthy Campus 2020" address tobacco use and young adults including college students. Sources indicate that of the more than 6,000 colleges and universities in the United States, less than 800 are either smoke free or tobacco free. An increasing number of college campus policy makers in the United States are implementing smoke-free or tobacco-free policies, including procedures for violators of these policies. However, without a clearly defined and actionable enforcement component, these policies serve little purpose. This has become a policy enforcement issue that campus leaders should address. Should colleges and universities become tobacco free, if enforcement is not implemented? College and university administrators should demonstrate leadership by having violators of tobacco-free campus policies held to the same standard as those who violate other policies.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
Author(s): |
Gregory, Anne |
Source: |
Journal of Community Psychology, v40 n2 p206-208 Mar 2012 |
|
Pub Date: |
2012-03-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Suspension; Best Practices; Educational Practices; Functional Behavioral Assessment; Discipline Policy; Discipline Problems; Discipline; Educational Psychology; Reinforcement; African American Students; Disproportionate Representation; Racial Bias
Abstract:
School suspension is the most widely used disciplinary practice in U.S. schools. It is a programmatic regularity, as Seymour would say. He would also say "programmatic regularities have implicit or explicit outcomes." Like Seymour, the author is concerned about what he describes as the "frequent discrepancy between regularities and intended outcomes" (Sarason, 1982, p. 100). The assumption about suspension is that it serves as a deterrent to future infractions or as a punishment. But for some students, being sent home is negative reinforcement, especially if they escape from the boredom of school and into the stimulating world of videogames. So, the discrepancy between the programmatic regularity of suspension and intended outcomes can be quite large. Perhaps even more pernicious are the implicit outcomes associated with the programmatic regularity of suspension. As more Black students are suspended, teachers might perceive Black students differently than other groups--some have called this the "criminalization of youth of color." Seymour (1982) reminds everyone that "practices are not rationally selected from the universe of alternatives. That we justify them as if they have been selected so says far more about our capacity to delude ourselves and to resist the consequences of change than it does about the effectiveness of the present practice." Keeping Seymour's (1982) metaphor of "the universe of alternatives" in mind, the author intervenes with schools and teachers to challenge the over-reliance on suspension, especially its disproportionate application to Black students. She seeks to identify practices that offer new alternatives for students who have been pushed out from instruction because of their perceived rule-breaking behavior. In sum, she strives to reflect the next generation of scholars and interventionists who carry forward Seymour's shift from a tendency to accept practices (normalize and naturalize them) and to a focus on the transformation of social settings.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
