Discipline without derailing : an investigation of exclusionary discipline practices in schools
MetadataShow full item record
Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense.
Showing items related by title, author, creator and subject.
Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap Massey, Kristine Julia; 0000-0001-8009-6070 (2017-05)This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about curriculum and pedagogy. This ...
Disciplinary inequity: exploring perceptions of discretionary student removal among assistant principals in Texas Pitsch, Troy Laine; 0000-0002-3360-6258 (2016-08)African American students are being excluded from the classroom in public schools at rates disproportionately higher than other student subgroups. This is being done by campus administrators using a practice known as ...
Suspended in context : school discipline, STEM course-taking, and school racial/ethnic composition Snidal, Matthew James; 0000-0002-4675-7741 (2018-10-08)STEM curricula and school disciplinary regimes are both key foundations of the transition to adulthood, and they may be connected within school contexts in ways that reflect and exacerbate the intergenerational transmission ...