Suspensions Suspended: Do Changes to High School Suspension Policies Change Suspension Rates?

Autor/in	Baker-Smith, E. Christine
Titel	Suspensions Suspended: Do Changes to High School Suspension Policies Change Suspension Rates?
Quelle	In: Peabody Journal of Education, 93 (2018) 2, S.190-206 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker-Smith, E. Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2018.1435043
Schlagwörter	Suspension; High School Students; School Policy; Board of Education Policy; Student Behavior; Behavior Problems; Discipline Policy; Urban Schools; Disproportionate Representation; Racial Differences; African American Students; White Students; Gender Differences; Zero Tolerance Policy; Student Records; Hispanic American Students; Asian American Students; English Language Learners; Special Education; Low Income Groups; Social Bias; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulpolitik; Student behaviour; Schülerverhalten; Disziplinarmaßnahme; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; African Americans; Afroamerikaner; Geschlechterkonflikt; Schülerakte; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Special needs education; Sonderpädagogik; Sonderschulwesen; Statistische Analyse
Abstract	In recent years, the frequent use of suspensions and the racial disparities in their application, particularly for nonviolent behaviors, has created a maelstrom of public pressure for schools to adjust their suspension practices. In an era of increasing institutional accountability for schools, there is evidence that schools may be responsive to policy shifts when they are under institutional pressure to do so. Several school districts have recently revised their out-of-school suspension policies, but researchers know little about (a) if these changes in policy actually change students' odds of suspension and (b) if so, how these changes might shift racial disproportionality in suspensions. This analysis examines the recent removal of suspensions for low-level infractions from the formal school discipline policy of a large, urban district. I use student-level data to compare the frequency and disproportionality of suspensions before and after the discipline code change. Findings suggest that although suspension rates decrease overall, multiple suspensions per student are more likely. With regard to disproportionality, black girls and white boys are more likely than expected to receive a first suspension in the post period as well. These findings highlight the importance of exploring heterogeneity in outcomes resulting from potential unintended consequences of policy change. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01