Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions

Autor/inn/en	Chu, Elizabeth M.; Ready, Douglas D.
Titel	Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions
Quelle	In: American Journal of Education, 124 (2018) 4, S.479-509 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Urban Schools; Public Schools; High School Students; Suspension; Expulsion; Quasiexperimental Design; Longitudinal Studies; Correlation; Attendance Patterns; Student Characteristics; Standardized Tests; Scores; At Risk Students; Dropouts; High School Graduates; Males; African American Students; Low Achievement; Special Education; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Relegation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Standadised tests; Standardisierter Test; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Graduate; Graduates; Absolvent; Absolventin; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Unterdurchschnittliche Leistung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Critics of school disciplinary policies have long noted that African American, male, low-achieving, and special education students experience higher rates of school suspensions and expulsions. However, research that seeks to estimate the effects of suspensions on student outcomes rarely accounts for the preexisting differences that distinguish students who are and are not suspended. Using quasi-experimental methods and longitudinal data from New York City, we estimated the associations between suspension and academic outcomes and found that, even with more sophisticated methods, the negative relationships between suspension and outcomes persist. Specifically, we found that suspended students had weaker attendance, course completion rates, and standardized test scores; were more likely to drop out; and were less likely to graduate within 4, 5, or 6 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01