Current Disciplinary Practices with Handicapped Students: Suspensions and Expulsions

1988 ◽  
Vol 55 (3) ◽  
pp. 230-239 ◽  
Author(s):  
Terry L. Rose
Keyword(s):  
School Discipline ◽  
Exclusionary Discipline ◽  
Research Directions ◽  
Disciplinary Practices ◽  
Discipline Practices ◽  
School Suspensions ◽  
Behavioral Variables ◽  
Out Of School

Several exclusionary discipline practices used with handicapped learners, including in-school suspensions, out-of-school suspensions, and explusion, are described. A school discipline survey was mailed to 371 principals in 18 randomly selected states representing the 9 U.S. Census districts. Results indicated differential uses of the exclusionary disciplinary practices. Descriptions of the use of these disciplinary practices across general, demographic, and behavioral variables are provided and discussed. Further research directions and instructional implications are also discussed.

scholarly journals Toward an alternative community-driven restorative model of school discipline

2022 ◽  
Author(s):  
Johanne Jean-Pierre
Keyword(s):  
Academic Success ◽  
Nova Scotia ◽  
Alternative Model ◽  
School Discipline ◽  
Community Members ◽  
Research Project ◽  
Scholarly Literature ◽  
School Suspensions ◽  
Black Learners ◽  
Out Of School

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions

2000 ◽  
Vol 66 (3) ◽  
pp. 381-391 ◽  
Author(s):  
Brenda L. Townsend
Keyword(s):  
African American ◽  
Students With Disabilities ◽  
African American Students ◽  
School Discipline ◽  
Management Strategies ◽  
Children And Youth ◽  
Discipline Practices ◽  
School Suspensions ◽  
American Students ◽  
American Children

School disciplinary practices for students with disabilities and their peers without disabilities have long been questioned. Moreover, the school discipline of both dominant culture and ethnic minority children and youth has raised concerns. In that regard school discipline has in general become a hotbed for litigation and debate. While suspect discipline practices have been used with students across ethnic backgrounds, they are disproportionately meted out to African American students, particularly males (Harry & Anderson, 1995). This article examines exclusionary discipline practices and their impact on African American students. Culturally responsive instructional and management strategies are identified that can mitigate school suspensions and expulsions of African American children and youth.

I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement

2020 ◽  
pp. 004208592096862
Author(s):  
Charles Bell ◽  
Tiffany Puckett
Keyword(s):  
Academic Achievement ◽  
Critical Race Theory ◽  
School Discipline ◽  
Negative Impact ◽  
Catching Up ◽  
School Suspensions ◽  
American Students ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students’ and parents’ perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders.

Out-of-School Suspension of African American Youth and Progressive Education Alternatives

2016 ◽  
Author(s):  
Wendy Haight ◽  
Priscilla Gibson
Keyword(s):  
Progressive Education ◽  
African American Youth ◽  
Well Being ◽  
Exclusionary Discipline ◽  
School Suspension ◽  
Racial Disproportionality ◽  
School Suspensions ◽  
Adequate Understanding ◽  
Multi Level ◽  
Out Of School

Racial disproportionality in out-of-school suspensions (suspensions) is a persistent, multi-level social justice and child well-being issue affecting not only youth, families, and schools but society as a whole. It is a complex, multiple-level social problem that will require an equally complex response. The design of effective remedies will require adequate understanding of the problem as well as the historical and sociocultural contexts in which it emerged and is perpetuated. Progressive educators have offered a number of alternatives to harsh and exclusionary discipline, but research is needed to examine their effectiveness, especially in reducing racial disproportionalities.

Can Assistant Principals’ Years of Experience Make a Difference in School Suspensions? A State-wide Analysis of North Carolina Assistant Principals

2020 ◽  
pp. 105268462096993
Author(s):  
John A. Williams ◽  
Alicia Davis ◽  
Sonyia C. Richardson ◽  
Chance W. Lewis
Keyword(s):  
North Carolina ◽  
Assistant Principals ◽  
School Discipline ◽  
Decision Makers ◽  
Final Decision ◽  
Years Of Experience ◽  
Capital Theory ◽  
School Year ◽  
School Suspensions ◽  
Out Of School

School discipline disparities within the U.S. P-12 public schooling system have been a staple issue for over four decades. The enforcement of out-of-school suspensions, in particular by inexperienced teachers, have traditionally impacted Black and Latinx students more than White students. Yet teachers are not the final decision-makers regarding student discipline which rests primarily on the shoulders of assistant principals and principals. While researchers have clearly linked teacher experience to discipline disparities, more research is needed to fully explicate the tenure of assistant principals; who often are the final decision-makers when it pertains to suspending a student. Utilizing human capital theory, this study examines school discipline data and North Carolina personnel data from the 2015–2016 school year to determine if assistant principals’ years of experience in the current role, and their years of experience as teachers could predict out-of-school suspensions by gender and race. The findings suggest that Black males’ suspension could be predicted by assistant principals’ years of experience as a teacher; and Latinx females’ suspensions could be predicted by assistant principals’ longevity in their current position and in their roles as classroom teachers. Interestingly, the findings illuminate that assistant principals are relatively inexperienced within the state, with most having less than one-year worth of experience in these positions.

scholarly journals Toward an alternative community-driven restorative model of school discipline

2022 ◽  
Author(s):  
Johanne Jean-Pierre
Keyword(s):  
Academic Success ◽  
Nova Scotia ◽  
Alternative Model ◽  
School Discipline ◽  
Community Members ◽  
Research Project ◽  
Scholarly Literature ◽  
School Suspensions ◽  
Black Learners ◽  
Out Of School

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

2018 ◽  
Vol 120 (13) ◽  
pp. 1-24
Author(s):  
Dorothy E. Hines ◽  
Robb King ◽  
Donna Y. Ford
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Black Males ◽  
Geographic Area ◽  
Black Girls ◽  
Black Boys ◽  
School Suspension ◽  
Black Females ◽  
School Suspensions ◽  
Out Of School

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.

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