Understanding a Vicious Cycle: The Relationship between Student Discipline and Student Academic Outcomes

Autor/inn/en	Anderson, Kaitlin P.; Ritter, Gary W.; Zamarro, Gema
Titel	Understanding a Vicious Cycle: The Relationship between Student Discipline and Student Academic Outcomes
Quelle	In: Educational Researcher, 48 (2019) 5, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Kaitlin P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19848720
Schlagwörter	Outcomes of Education; Correlation; Public Schools; Elementary Schools; Secondary Schools; Behavior Problems; At Risk Students; Student Behavior; Mathematics Achievement; Suspension; Dropouts; Grade Repetition; Student Characteristics; Reading Achievement; Punishment; Expulsion; Arkansas + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Korrelation; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Student behaviour; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausschluss; Schulausschluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Leseleistung; Bestrafung; Relegation
Abstract	While numerous studies have demonstrated a correlation between exclusionary discipline and negative student outcomes, this relationship is likely confounded by other factors related to the underlying misbehavior or risk of disciplinary referral. Using 10 years of student-level demographic, achievement, and disciplinary data from all K-12 public schools in Arkansas, we find that exclusionary consequences are related to worse academic outcomes (e.g., test scores and grade retention) than less exclusionary consequences, controlling for type of behavioral infraction. However, despite controlling for a robust set of covariates, sensitivity checks demonstrate that the estimated relationships between consequences and academic outcomes may still be driven by selection bias into consequence type. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01