Determinants of School Discipline: Examination of Institutional Level Factors Impacting Exclusionary Sanctions

Autor/inn/en	Taylor, Jacob-Paul; Zuber, Malgorzata; Shoup, David
Titel	Determinants of School Discipline: Examination of Institutional Level Factors Impacting Exclusionary Sanctions
Quelle	In: Youth & Society, 55 (2023) 3, S.581-607 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuber, Malgorzata) ORCID (Shoup, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X221075053
Schlagwörter	High Schools; Academic Achievement; School Demography; School Effectiveness; Dropout Rate; Advanced Placement; Standardized Tests; Scores; Discipline; Minority Group Students; Expulsion; Socioeconomic Status; Racial Composition; Disadvantaged Youth; White Students; Attendance Patterns; Pennsylvania + Suchen Sie Ihr Suchwort? High school; Oberschule; Schulleistung; Schulbesuchsrate; Schuleffizienz; Standadised tests; Standardisierter Test; Disziplin; Relegation; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher
Abstract	This research strives to enrich criminological and educational literature by providing a better understanding of relationships among school performance and achievement, attendance, and demographic information based upon the number of exclusionary disciplinary actions within public high schools. Using data on 409 traditional high schools from the Pennsylvania Department of Education, this quantitative study uses path analysis to examine the relationships between school factors, including demographics and achievement measures, and exclusionary discipline. The findings indicated a direct relationship between a schools' drop-out rate, AP courses, and standardized test scores and the schools' total number of exclusionary disciplinary actions. In addition, socioeconomic status and attendance rates indirectly impacted exclusionary disciplinary actions. The study also determined a correlation between the number of minority students within a school and the total number of disciplinary actions. These findings have a number of implications for school systems that hope to eliminate the school-to-prison pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01