Examining the Impacts of Middle School Disciplinary Policies on Ninth-Grade Retention

Autor/inn/en	Swanson, Elise; H. Erickson, Heidi; Ritter, Gary W.
Titel	Examining the Impacts of Middle School Disciplinary Policies on Ninth-Grade Retention
Quelle	In: Educational Policy, 35 (2021) 6, S.1014-1041 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904819843600
Schlagwörter	Middle School Students; Grade 9; Discipline Policy; Grade Repetition; Probability; Grade 8; Student Characteristics; Academic Achievement; Outcomes of Education; Arkansas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Disziplinarmaßnahme; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Lernleistung; Schulerfolg
Abstract	We estimate the relationship between exclusionary discipline given in eighth-grade and the probability of ninth-grade retention. We use a rich 7-year, student-level, panel data set from Arkansas. We use a novel approach by limiting our sample to students who switch schools between eighth and ninth grades. This movement gives each student a fresh start and removes the potential confound of a student's reputation as a "problem student" that could influence teachers to be harsher on students who already have a disciplinary record. Further, we control for student infractions in eighth-grade, to focus on the relationship between the exclusionary consequence (rather than the precipitating behavior) and future academic success. We find that students who receive exclusionary discipline in eighth grade are more likely to be retained in ninth-grade compared with similar students whose infractions did not result in exclusionary discipline. Moreover, we find that the likelihood of ninth-grade retention increases with the number of days of exclusionary discipline. We, however, did not find any statistically significant subgroup differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01