Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? REL 2020-036

Autor/inn/en	Nishioka, Vicki; Stevens, David; Deutschlander, Denise; Burke, Arthur; Merrill, Becca; Aylward, Alex
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northwest (ED); Education Northwest
Titel	Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? REL 2020-036
Quelle	(2020), (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Policy; Discipline Policy; School Policy; Prevention; Behavior Modification; Behavior Problems; Suspension; Expulsion; Zero Tolerance Policy; Public Schools; Program Effectiveness; Weapons; Elementary Secondary Education; Correlation; Oregon + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Schulpolitik; Prävention; Vorbeugung; Behaviour modification; Verhaltensänderung; Ausschluss; Schulausschluss; Relegation; Public school; Öffentliche Schule; Weapon; Waffe; Korrelation
Abstract	In 2013 and 2015 Oregon enacted legislation that shifted school discipline policies from a zero-tolerance approach to one that emphasizes preventing behavioral problems and reducing unnecessary suspensions and expulsions. Suspensions and expulsions are often referred to as exclusionary discipline because they remove students from classroom instruction. This study examined the association between state-level policy reforms and suspension and expulsion rates for grades K-12 in Oregon public schools. The findings suggest that the policy shift has led to some short-term progress on two of the state's main goals--reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans the use of exclusionary discipline declined from school year 2008/09 to 2016/17, with greater reductions for grades 9-12 and 6-8 than for grades K-5. Oregon's policy reforms were associated with short-term reductions in some forms of exclusionary discipline after pre-policy trends and other factors were adjusted for. For example, the 2013 policy reforms were associated with short-term reductions in the number of out-of-school suspensions per student for grades 9-12 and 6-8, and the 2015 policy reforms were associated with a reduction in out-of-school suspensions for grades K-5. For grades 6-8 and K-5 the policy reforms were also associated with reductions in the number of expulsions per student. However, many disciplinary actions reverted--or appeared to be reverting--toward pre-policy trends within a few years. Meanwhile, for all grade spans the policy reforms were not associated with reductions in the use of in-school suspensions after other factors were adjusted for. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially for grades 9-12 and 6-8, could reduce unnecessary suspensions overall--a priority of Oregon's school discipline policy reforms. [For the appendixes, see ED607761; for the study snapshot, see ED607762.] (As Provided).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01