School Discipline

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John Simmons - One of the best experts on this subject based on the ideXlab platform.

  • The persistenteffect of raceandthe promise ofalternativestosuspension in School Discipline outcomes
    2020
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    article Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n = 87,997) in grades K to 12 who were enrolled in Denver Public Schools (n = 183) in 2011-2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special edu- cation status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restor- ative approaches,and School composition.Multilevellogisticregressionmodeling wasusedtoestimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals.FindingsindicatethatstudentracialbackgroundandSchoolracialcompositionareenduringrisksacross key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing atten- tion to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

  • restorative interventions and School Discipline sanctions in a large urban School district
    American Educational Research Journal, 2016
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, Anne Gregory, Susan Stone, John Simmons
    Abstract:

    A large urban district (N = 90,546 students, n = 180 Schools) implemented restorative interventions as a response to School Discipline incidents. Findings from multilevel modeling of student Discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office Discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in School Discipline practices are noted.

  • the persistent effect of race and the promise of alternatives to suspension in School Discipline outcomes
    Children and Youth Services Review, 2014
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n=87,997) in grades K to 12 who were enrolled in Denver Public Schools (n=183) in 2011–2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special education status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restorative approaches, and School composition. Multilevel logistic regression modeling was used to estimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals. Findings indicate that student racial background and School racial composition are enduring risks across key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing attention to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

Yolanda Anyon - One of the best experts on this subject based on the ideXlab platform.

  • The persistenteffect of raceandthe promise ofalternativestosuspension in School Discipline outcomes
    2020
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    article Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n = 87,997) in grades K to 12 who were enrolled in Denver Public Schools (n = 183) in 2011-2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special edu- cation status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restor- ative approaches,and School composition.Multilevellogisticregressionmodeling wasusedtoestimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals.FindingsindicatethatstudentracialbackgroundandSchoolracialcompositionareenduringrisksacross key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing atten- tion to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

  • Looking Back, Moving Forward: Technical, Normative, and Political Dimensions of School Discipline:
    Educational Administration Quarterly, 2018
    Co-Authors: Kathryn E. Wiley, Yolanda Anyon, Jessica Yang, Malina E. Pauline, Alyssa Rosch, Giovana Valladares, Barbara Downing, Lisa Pisciotta
    Abstract:

    Purpose: School Discipline reformers have presumed that such work is largely a technical task, emphasizing discrete changes to Discipline policies and protocols. Yet prior theory and research suggest that emphasizing technical changes may overlook additional and important aspects of reform, namely, the normative and political dimensions within which technical aspects are embedded. Although this earlier work appears relevant to contemporary School Discipline reform, the extent to which this theory extends to School Discipline remains unestablished. The purpose of this article is to show how this earlier line of theory extends to the topic of School Discipline. Method: We draw on data collected as part of a qualitative study in which we conducted semistructured interviews and focus groups with 198 educators from 33 public Schools on the topic of School Discipline. We applied an equity-minded reform theory to examine technical, normative, and political dimensions of School Discipline. Findings and Implicatio...

  • restorative interventions and School Discipline sanctions in a large urban School district
    American Educational Research Journal, 2016
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, Anne Gregory, Susan Stone, John Simmons
    Abstract:

    A large urban district (N = 90,546 students, n = 180 Schools) implemented restorative interventions as a response to School Discipline incidents. Findings from multilevel modeling of student Discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office Discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in School Discipline practices are noted.

  • the persistent effect of race and the promise of alternatives to suspension in School Discipline outcomes
    Children and Youth Services Review, 2014
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n=87,997) in grades K to 12 who were enrolled in Denver Public Schools (n=183) in 2011–2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special education status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restorative approaches, and School composition. Multilevel logistic regression modeling was used to estimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals. Findings indicate that student racial background and School racial composition are enduring risks across key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing attention to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

Anne Gregory - One of the best experts on this subject based on the ideXlab platform.

  • eliminating disparities in School Discipline a framework for intervention
    Review of Research in Education, 2017
    Co-Authors: Anne Gregory, Russell J Skiba, Kavitha Mediratta
    Abstract:

    Race and gender disparities in School Discipline and associated harms have been well documented for decades. Suspension from School can reduce instructional time and impede academic progress for st...

  • restorative interventions and School Discipline sanctions in a large urban School district
    American Educational Research Journal, 2016
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, Anne Gregory, Susan Stone, John Simmons
    Abstract:

    A large urban district (N = 90,546 students, n = 180 Schools) implemented restorative interventions as a response to School Discipline incidents. Findings from multilevel modeling of student Discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office Discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in School Discipline practices are noted.

  • authoritative School Discipline high School practices associated with lower bullying and victimization
    Journal of Educational Psychology, 2010
    Co-Authors: Anne Gregory, Dewey G Cornell, Peter L Sheras, Tsehua Shih, Francis L Huang
    Abstract:

    In this study we examined authoritative Discipline theory, which posits that 2 complementary aspects of School climate—structure and support—are important for adolescents’ safety in School. Using a statewide sample of over 7,300 ninth-grade students and 2,900 teachers randomly selected from 290 high Schools, we showed, using hierarchical linear modeling, that consistent enforcement of School Discipline (structure) and availability of caring adults (support) were associated with School safety. Structure and support were associated with less bullying and victimization after we controlled for size of School enrollment and the proportion of ethnic minority and low-income students. These findings suggest that Discipline practices should not be polarized into a “get tough” versus “give support” debate because both structure and support contribute to School safety for adolescents.

Barbara Downing - One of the best experts on this subject based on the ideXlab platform.

  • The persistenteffect of raceandthe promise ofalternativestosuspension in School Discipline outcomes
    2020
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    article Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n = 87,997) in grades K to 12 who were enrolled in Denver Public Schools (n = 183) in 2011-2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special edu- cation status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restor- ative approaches,and School composition.Multilevellogisticregressionmodeling wasusedtoestimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals.FindingsindicatethatstudentracialbackgroundandSchoolracialcompositionareenduringrisksacross key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing atten- tion to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

  • Looking Back, Moving Forward: Technical, Normative, and Political Dimensions of School Discipline:
    Educational Administration Quarterly, 2018
    Co-Authors: Kathryn E. Wiley, Yolanda Anyon, Jessica Yang, Malina E. Pauline, Alyssa Rosch, Giovana Valladares, Barbara Downing, Lisa Pisciotta
    Abstract:

    Purpose: School Discipline reformers have presumed that such work is largely a technical task, emphasizing discrete changes to Discipline policies and protocols. Yet prior theory and research suggest that emphasizing technical changes may overlook additional and important aspects of reform, namely, the normative and political dimensions within which technical aspects are embedded. Although this earlier work appears relevant to contemporary School Discipline reform, the extent to which this theory extends to School Discipline remains unestablished. The purpose of this article is to show how this earlier line of theory extends to the topic of School Discipline. Method: We draw on data collected as part of a qualitative study in which we conducted semistructured interviews and focus groups with 198 educators from 33 public Schools on the topic of School Discipline. We applied an equity-minded reform theory to examine technical, normative, and political dimensions of School Discipline. Findings and Implicatio...

  • restorative interventions and School Discipline sanctions in a large urban School district
    American Educational Research Journal, 2016
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, Anne Gregory, Susan Stone, John Simmons
    Abstract:

    A large urban district (N = 90,546 students, n = 180 Schools) implemented restorative interventions as a response to School Discipline incidents. Findings from multilevel modeling of student Discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office Discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in School Discipline practices are noted.

  • the persistent effect of race and the promise of alternatives to suspension in School Discipline outcomes
    Children and Youth Services Review, 2014
    Co-Authors: Yolanda Anyon, Barbara Downing, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette Mcqueen, Eldridge Greer, John Simmons
    Abstract:

    Demographic and student Discipline data were used to examine the influence of multi-level risk and protective factors on exclusionary School Discipline outcomes. Participants included all youth (n=87,997) in grades K to 12 who were enrolled in Denver Public Schools (n=183) in 2011–2012. The dataset included measures of risk and protective factors for exclusionary School Discipline outcomes such as race, family poverty, special education status, emotional disability, participation in gifted and talented programs, homelessness, office referral reasons over the course of one School year, participation in in-School suspension, a behavior contract, or restorative approaches, and School composition. Multilevel logistic regression modeling was used to estimate students' likelihood of receiving one or more office disciplinary referrals, suspensions, expulsions, and/or law enforcement referrals. Findings indicate that student racial background and School racial composition are enduring risks across key decision points of the School Discipline process. Conversely, participation in restorative interventions and in-School suspensions protects students from out-of-School suspensions. This study suggests that ongoing attention to issues of racial inequity in School Discipline outcomes is warranted, and that restorative practices have potential as an inclusive strategy to improve School Discipline outcomes without excluding students from the classroom.

Russell J Skiba - One of the best experts on this subject based on the ideXlab platform.

  • eliminating disparities in School Discipline a framework for intervention
    Review of Research in Education, 2017
    Co-Authors: Anne Gregory, Russell J Skiba, Kavitha Mediratta
    Abstract:

    Race and gender disparities in School Discipline and associated harms have been well documented for decades. Suspension from School can reduce instructional time and impede academic progress for st...

  • Conclusion: Moving Toward Equity in School Discipline
    Inequality in School Discipline, 2016
    Co-Authors: Russell J Skiba
    Abstract:

    In the concluding chapter, Skiba summarizes the volume’s key findings and themes. Poverty and differential behavior do not account for disparities in Discipline, but School climate contributes, as do both race and sexual orientation. These chapters find evidence of harsh and discriminatory treatment of LGBTQ students. The author argues that cultural mismatch and implicit bias must be considered as contributors to disparities in exclusionary School Discipline. A number of clear themes emerge surrounding effective interventions, including the importance of multiple components, the key role of relationships, and time and resources to fully engage local practitioners. Recommendations for sustainable change include expanding data availability, continued evaluation of both evidence-based and local intervention strategies, and the need to confront the topic of race when addressing racial inequity.

  • interventions to address racial ethnic disparities in School Discipline can systems reform be race neutral
    2015
    Co-Authors: Russell J Skiba
    Abstract:

    More than 50 years since Brown v. Board of Education, the over-representation of African American students in suspension and expulsion remains as one of the most pressing areas of inequity in education. African American disparities in School Discipline are large and consistent over time; data often fail to support typical expectations concerning the distribution of disproportionality in Discipline. In particular, the evidence fails to support presumptions that disciplinary disparities are due to poverty or differential rates of behavior. Despite almost 40 years of documentation of the issue, there remain few published intervention studies specifically targeting racial and ethnic disparities in School Discipline. Although the current political climate may well be more conducive to the implementation of race-neutral approaches, available data raise doubts as to whether it is possible to effectively address racial inequity without specific attention to issues of race and culture.

  • Interventions to Address Racial/Ethnic Disparities in School Discipline: Can Systems Reform Be Race-Neutral?
    Race and Social Problems, 2014
    Co-Authors: Russell J Skiba
    Abstract:

    More than 50 years since Brown v. Board of Education, the over-representation of African American students in suspension and expulsion remains as one of the most pressing areas of inequity in education. African American disparities in School Discipline are large and consistent over time; data often fail to support typical expectations concerning the distribution of disproportionality in Discipline. In particular, the evidence fails to support presumptions that disciplinary disparities are due to poverty or differential rates of behavior. Despite almost 40 years of documentation of the issue, there remain few published intervention studies specifically targeting racial and ethnic disparities in School Discipline. Although the current political climate may well be more conducive to the implementation of race-neutral approaches, available data raise doubts as to whether it is possible to effectively address racial inequity without specific attention to issues of race and culture.

  • teaching the social curriculum School Discipline as instruction
    Preventing School Failure, 2003
    Co-Authors: Russell J Skiba, Reece L Peterson
    Abstract:

    Though less explicit than the academic curriculum, the expectations, rules, and consequences that form the social curriculum of Schools are no less important in determining School success. Methods of Discipline that emphasize School removal have not yielded evidence of effectiveness in teaching appropriate behavior or ensuring safe and effective School climates. In contrast, reviews have consistently identified preventive, collaborative, and instructional methods as effective or promising in reducing School violence or disruption. One effort to increase the implementation of effective instructional methods of School Discipline and the promising results from the 1st year of implementation are described. First-year results from that program provide some evidence that School Discipline need not be equated with punishment and exclusion.