A Study of Issues Related to Discipline, Grouping and Tracking, and Special Education in New Castle County, Delaware, Desegration Area. Volume I, General Issues and Introduction: Discipline Study.

Autor/inn/en	Achilles, Charles M.; und weitere
Institution	Educational Images, Inc., Knoxville, TN.
Titel	A Study of Issues Related to Discipline, Grouping and Tracking, and Special Education in New Castle County, Delaware, Desegration Area. Volume I, General Issues and Introduction: Discipline Study.
Quelle	(1982), (144 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Class Rank; Discipline Policy; Discipline Problems; Elementary Secondary Education; Minority Group Children; Questionnaires; Racial Bias; Racial Composition; Racial Discrimination; School Size; School Surveys; Sex; Socioeconomic Status; Student Characteristics; Suspension; Tables (Data) + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Fragebogen; Racial discrimination; Rassismus; Racial bias; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Ausschluss; Schulausschluss; Tabelle
Abstract	In the former New Castle County (Delaware) School District (reorganized into four districts in 1981), minority students were numerically overrepresented from 1979 to 1982 in suspensions from school and in placement in special education and lower academic groupings. To determine if the overrepresentation was based on discriminatory practices or not, researchers reviewed district policies and procedures and collected data through interviews, reviews of records, onsite observations, and a survey of students, teachers, administrators, parents, and selected citizens, using the Discipline Context Inventory (DCI). Variables analyzed besides race included student socioeconomic status, sex, and class rank as well as school size and percentage of minority students. Data were analyzed using ratios, percents, correlations, nonparametric statistics, and content analysis. The results of the analysis of suspensions and discipline practices, reported here in volume 1 of the study, indicate that other factors besides race could be causing minority overrepresentation in suspensions, and that no overt institutional bias in discipline is evident. The researchers, however, note problem areas in school-community relations, curriculum and instruction, and discipline. Six appendices to this volume of the report provide methodological information, further data, and a copy of the DCI. (Author/RW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC