The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis

2021 ◽  
pp. 0044118X2110426
Author(s):  
Megan Andrew ◽  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Discipline ◽  
Unobserved Heterogeneity ◽  
School Outcomes ◽  
Exclusionary Discipline ◽  
Long Term Effects ◽  
High School Outcomes ◽  
Independent Effects ◽  
The Life Course

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students’ high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification.

scholarly journals Long-term Effects of Prenatal and Infancy Nurse Home Visitation on the Life Course of Youths

2010 ◽  
Vol 164 (1) ◽  
Author(s):  
John Eckenrode ◽  
Mary Campa ◽  
Dennis W. Luckey ◽  
Charles R. Henderson ◽  
Robert Cole ◽  
...  
Keyword(s):  
Life Course ◽  
Home Visitation ◽  
Long Term Effects ◽  
Nurse Home ◽  
The Life Course

Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation

2018 ◽  
Vol 55 (5) ◽  
pp. 1007-1050 ◽  
Author(s):  
Aydin Bal ◽  
Kemal Afacan ◽  
Halil Ibrahim Cakir
Keyword(s):  
High School ◽  
Culturally Responsive ◽  
School Discipline ◽  
Public High School ◽  
Life Outcomes ◽  
Expansive Learning ◽  
Root Cause ◽  
Local Stakeholders ◽  
School Learning

Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Implications for research and practice are discussed.

Active Shooter Protocols: Perceptions, Preparedness, and Anxiety

2021 ◽  
Vol 26 (2) ◽  
pp. 91-100
Author(s):  
Veronica Worthington ◽  
Matthew Hayes ◽  
Melissa Reeves
Keyword(s):  
High School ◽  
Online Survey ◽  
Real Life ◽  
Unintended Consequences ◽  
Hierarchical Regression ◽  
Training Methods ◽  
Active Shooter ◽  
Long Term Effects ◽  
Perceived Knowledge

The national concern about active shootings has pushed schools to implement intense drills without considering unintended consequences. Studies have found that, although training had the potential to increase preparedness, it also increased anxiety. These findings apply to short-term effects, but there is a lack of empirical research on long-term effects of active shooter drills. The present study investigated whether active shooter training completed in high school impacts current levels of anxiety and preparedness of undergraduates. Collegiate participants (N = 364) completed an online survey and answered questions about their perceived knowledge of protocols, protocol actions, and training methods from high school followed by the same set of questions, this time referring to their current university. Participants then completed an anxiety measure (Spielberger, 1983) and a preparedness measure. Two hierarchical regression analyses were conducted to predict anxiety and preparedness. This study expanded findings on the effects of active shooter training by demonstrating long-term effects for high school training. Evacuation protocols (β = −.13, p = .03; β = .16, p = .007) and perceived knowledge (β = −.16, p = .004; β = .14, p = .01) positively impacted anxiety and preparedness, respectively, of university students. Experiences at the university level had an additional, larger impact on student anxiety, ΔR2 = .11, F(8, 347) = 5.88, p < .001, and preparedness, ΔR2> = .26, F(8, 347) = 17.32, p < .001, which seems to overshadow the effects from high school. This may be problematic because the perceived knowledge that leads to higher feelings of preparedness may not translate into appropriate actions in a real-life situation, potentially risking lives.

Long-term effects of intensive instruction on fluency, comprehensibility and accentedness

2020 ◽  
Vol 6 (3) ◽  
pp. 380-401
Author(s):  
Leif M. French ◽  
Nancy Gagné ◽  
Laura Collins
Keyword(s):  
High School ◽  
Academic Ability ◽  
Long Term Effects ◽  
L2 Proficiency ◽  
Specific Group ◽  
Oral Fluency ◽  
Oral Production ◽  
Intensive Instruction ◽  
Esl Instruction

Abstract We assessed the long-term effects of intensive instruction on different aspects of L2 oral production. Adopting the tridimensional model of oral production (Munro & Derwing, 1995a), we compared high school learners who had received intensive ESL instruction (N = 42) with non-intensive learners (N = 39) on perceptual measures of L2 fluency, comprehensibility, and accentedness 4 years after a 5-month intensive instruction period. After controlling for academic ability and L2 proficiency, listeners’ ratings of fluency and comprehensibility were significantly higher for the IG; however, there was no specific group advantage for accentedness, suggesting both groups exhibited similar L2 accents. This study provides new empirical evidence that the oral fluency and comprehensibility benefits of an intensive experience may be long lasting, even when learners’ subsequent classroom exposure to the language is much more limited.

scholarly journals The Long-Term Effects of Early Kwashiorkor Compared with Marasmus. IV. Performance on the National High School Entrance Examination

1990 ◽  
Vol 28 (3) ◽  
pp. 235-239 ◽  
Author(s):  
Janina R Galler ◽  
Frank C Ramsey ◽  
Debra S Morley ◽  
Esther Archer ◽  
Patricia Salt
Keyword(s):  
High School ◽  
Entrance Examination ◽  
Long Term Effects ◽  
School Entrance ◽  
School Entrance Examination
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