Restorative Interventions and School Discipline Sanctions in a Large Urban School District

Autor/inn/en	Anyon, Yolanda; Gregory, Anne; Stone, Susan; Farrar, Jordan; Jenson, Jeffrey M.; McQueen, Jeanette; Downing, Barbara; Greer, Eldridge; Simmons, John
Titel	Restorative Interventions and School Discipline Sanctions in a Large Urban School District
Quelle	In: American Educational Research Journal, 53 (2016) 6, S.1663-1697 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Urban Schools; School Districts; Intervention; Discipline; Sanctions; Hierarchical Linear Modeling; Student Records; Program Effectiveness; Referral; Suspension; Elementary Secondary Education; Disproportionate Representation; Student Characteristics; Institutional Characteristics; Low Income Students; African American Students; White Students; Hispanic American Students; American Indian Students; Special Education; Gender Differences; Multiple Regression Analysis; Colorado (Denver) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Disziplin; Sanction; Sanktion; Schülerakte; Ausschluss; Schulausschluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt
Abstract	A large urban district (N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR 0.21, p < 0.001) and suspensions (OR 0.07, p < 0.001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01