Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates

Autor/inn/en	Booth, Eric A.; Marchbanks, Miner P., III; Carmichael, Dottie; Fabelo, Tony
Titel	Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates
Quelle	In: Journal of Applied Research on Children, 3 (2012) 2, Artikel 6 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Student Behavior; Educational Environment; Secondary School Students; Discipline; Suspension; Expulsion; Behavior Modification; Juvenile Justice; Intervention; Racial Differences; Ethnicity; Gender Differences; Disadvantaged Youth; Limited English Speaking; Immigrants; Disabilities; Pregnancy; At Risk Students; Academically Gifted; Vocational Education; Academic Achievement; Institutional Characteristics; Geographic Location; Texas + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschüler; Disziplin; Ausschluss; Schulausschluss; Relegation; Behaviour modification; Verhaltensänderung; Jugendgerichtshilfe; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Benachteiligter Jugendlicher; Immigrant; Immigrantin; Immigranten; Handicap; Behinderung; Schwangerschaft; Ausbildung; Berufsbildung; Schulleistung
Abstract	Campus behavior management is important for ensuring classroom order and promoting positive academic outcomes. Previous studies have shown the importance of individual student and campus personnel characteristics and campus context for explaining campus discipline rates (e.g., rates of suspension and expulsion). Assessing campus discipline rates, while controlling for these individual and campus characteristics, is important for the monitoring, evaluation, and intervention role of policymakers as well as state and federal level education agencies. Systems or metrics exist that measure other student outcomes (i.e., academic performance) with controls for individual and campus characteristics, but none exist that monitor these differences for discipline rates across campuses. In this paper, we use a multivariate model to analyze a longitudinal, statewide dataset for all secondary students in Texas from 2000 to 2008 in order to examine how campus discipline rates differ across schools with statistically similar students, teachers, and campus characteristics. The findings are important for understanding that some schools with similar characteristics have significantly different exclusionary discipline rates, and they are important for informing policy and agency level decision-making. The methodology described can easily be used by monitoring agencies as well as local school districts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01