The Collateral Damage of In-School Suspensions: A Counterfactual Analysis of High-Suspension Schools, Math Achievement and College Attendance

Autor/inn/en	Jabbari, Jason; Johnson, Odis, Jr.
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01