Variability in Schools' Suspension Rates of Black Students

Autor/in	Arcia, Emily
Titel	Variability in Schools' Suspension Rates of Black Students
Quelle	In: Journal of Negro Education, 76 (2007) 4, S.597-608 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Urban Schools; Suspension; Lunch Programs; Enrollment; Secondary School Students; Prediction; School Districts; Statistical Analysis; Racial Bias + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausschluss; Schulausschluss; Mittagessen; Einschulung; Sekundarschüler; Vorhersage; School district; Schulbezirk; Statistische Analyse; Racial discrimination; Rassismus
Abstract	Black students are frequently suspended at much higher rates than students from other races or ethnicities. Analyses of suspension data over a three-year period were conducted to explain between-school variability in the percentages of Black students suspended in secondary schools at a large urban school district. Results of hierarchical backward elimination indicated that suspensions could be explained by the suspension percentages of non-Black students, increases in achievement discrepancies between Black and non-Black students, and schools' average years of experience of the instructional staff. With these variables in the model, the percentages of Black student enrollment, of Black instructional staff, of male instructional staff, and of novice instructional staff did not predict Black student suspension. The percentages of students who participated in the free/reduced lunch program was initially retained in the student model, but was replaced by the experience of the instructional staff. Specific research is suggested to clarify mechanisms of action and allow generation of well-targeted recommendations for school districts. (Contains 3 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10