Literaturnachweis - Detailanzeige
| Autor/inn/en | Losen, Daniel J.; Whitaker, Amir |
|---|---|
| Institution | Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR) |
| Titel | Lost Instruction: The Disparate Impact of the School Discipline Gap in California |
| Quelle | (2017), (39 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Discipline; Suspension; School Districts; Racial Differences; Ethnicity; Student Behavior; Time; Disproportionate Representation; Behavior Problems; Time Factors (Learning); African American Students; Hispanic American Students; White Students; California |
| Abstract | This report is the first to analyze California's school discipline data as measured by days of missed instruction due to suspension. The state reports the number of suspensions for each district, disaggregated by racial/ethnic groups, but it does not provide any information on how much instructional time was lost. The authors used information from two large California school districts and several states to estimate conservatively that each suspension causes approximately two days of missed instruction. To demonstrate the cost of suspensions in concrete and immediate terms, this report describes the impact suspension has on instruction and analyzes data from every district. The report shows that there is a racially disparate impact, as measured by the amount of lost instruction, and that a great deal of that disparate impact results from suspending students frequently for the most minor violations of the code of conduct--the nonviolent, non-drug-related behaviors that fall under the catchall code of disruptive or defiant behavior. Among the key findings are: (1) Despite a recent decline in the use of suspension in California schools, many students are still losing a great deal of instruction time due to school discipline. We estimate that more than 840,000 days of instruction were lost during the 2014-15 school year alone; (2) Adjusted for enrollment, it was found that students lost approximately 13 days of instruction for every 100 enrolled; (3) The frequency of suspension and the impact on lost instruction was greatest in the alternative and specialized schools run by the county offices of education. In these schools, Black students lost 92 days of instruction per 100 enrolled, compared to 18 for White students; (4) All students attending high school districts lost, on average, more than 18 days per 100 students, but Black students in these districts lost an average of 62 days per 100 enrolled; and (5) In districts with the largest Latino/White gaps in terms of lost instruction, Latinos lost 45 more days than Whites, and the disruption/defiance category contributed to 71% of that difference. (ERIC). |
| Anmerkungen | Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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