Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension

Autor/inn/en	Sullivan, Amanda L.; Klingbeil, David A.; Van Norman, Ethan R.
Titel	Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension
Quelle	In: School Psychology Review, 42 (2013) 1, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Academic Achievement; Suspension; Teacher Characteristics; School Policy; Disproportionate Representation; Institutional Characteristics; Risk; Hierarchical Linear Modeling; Discipline; Special Education; Identification; School Holding Power; School Districts; Regression (Statistics); Socioeconomic Status; Gender Differences; Race; Disabilities; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Ausschluss; Schulausschluss; Schulpolitik; Risiko; Disziplin; Special needs education; Sonderpädagogik; Sonderschulwesen; Identifikation; Identifizierung; School district; Schulbezirk; Regression; Regressionsanalyse; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rasse; Abstammung; Handicap; Behinderung; Korrelation
Abstract	Minority disproportionality in school discipline outcomes continues to trouble practitioners and scholars. The purpose of this study was to examine the influence of sociodemographic characteristics and indicators of school policy enactment (e.g., retention rates, special education identification) on students' risk of suspension. The sample consisted of archival student and school-level data for approximately 18,000 kindergarten through 12th-grade students in 39 schools of a Midwestern school district. We used multilevel logistic regression and multinomial logistic regression to estimate students' risk of receiving one or more suspensions. Results indicated that gender, race, disability, and socioeconomic status were significantly related to suspension risk, but that school variables reflecting school-level demographics, performance, and teacher characteristics were not. Implications for future research, service delivery, and policy development are discussed. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10