Literaturnachweis - Detailanzeige
Autor/inn/en | McIntosh, Kent; Smolkowski, Keith; Gion, Cody M.; Witherspoon, Lauren; Bastable, Eoin; Girvan, Erik J. |
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Titel | Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators |
Quelle | In: Educational Researcher, 49 (2020) 7, S.533-537 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (McIntosh, Kent) ORCID (Bastable, Eoin) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-189X |
DOI | 10.3102/0013189X20939937 |
Schlagwörter | Disproportionate Representation; Discipline; Reports; Racial Bias; African American Students; Program Effectiveness; Principals; Elementary Secondary Education; Social Justice; Equal Education; Intervention; Planning; White Students; Racial Differences; Goal Orientation; Educational Administration Disziplin; Abschlussbericht; Berichten; Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Principal; Schulleiter; Soziale Gerechtigkeit; Ablaufplanung; Planungsprozess; Rassenunterschied; Zielorientierung; Zielvorstellung; Bildungsverwaltung; Schuladministration; Schulverwaltung |
Abstract | One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports but no meaningful change in disciplinary equity or equity goal setting. [For the corresponding grantee submission, see ED605738.] (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |