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Autor/inn/en | Jabbari, Jason; Johnson, Odis, Jr. |
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Titel | The Collateral Damage of In-School Suspensions: A Counterfactual Analysis of High-Suspension Schools, Math Achievement and College Attendance |
Quelle | In: Urban Education, 58 (2023) 5, S.801-837 (37 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jabbari, Jason) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085920902256 |
Schlagwörter | High School Students; Grade 9; Suspension; Incidence; Mathematics Achievement; College Attendance; Urban Schools; Student Characteristics; Institutional Characteristics; Attendance Patterns; High School Longitudinal Study of 2009 (NCES) High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Ausschluss; Schulausschluss; Vorkommen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school suspensions. Accounting for school social order and individual suspensions, we find that high-suspension schools are negatively associated with students' math achievement and college attendance. We also find that when we account for high and low-suspension schools, attending an urban schools is associated with an increase in both math achievement and college attendance. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |