Download or read book Examining Exclusionary Discipline Practices Utilizing Response to Instruction and Intervention for Behavior as an Innovation for Change in Attendance and Suspension Rates Within Three Rural Elementary Schools in Tennessee written by Lauren Tate and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widespread school discipline problems came to forefront in the educational arena in the 1990s (lm & Vuran, 2016). Exclusionary practices (e.g., in- or out-of-school suspension, strict rules, or punishment [Skiba & Peterson, 2000]), also known as traditional school discipline practices (TSDP) (Scheuermann & Hall, 2011) have become common behavioral practices across the American public education landscape (U.S. Department of Education, 2016). These practices remove students from instruction, often resulting in detrimental impacts to student performance (Edward & Brea, 2016), and have neither positive effects on student behavior (Ogulmus & Vuran, 2016) nor positive longevity effects (Costenbader & Markson, 1998).In support of federal legislation aimed at retention of students in the school environment (U.S. Department of Justice, 2011), Positive Behavior Interventions and Support (PBIS) (used interchangeably with School Wide Positive Behavior Interventions and Support [SWPBIS]), focuses on improving the school climate. The PBIS-tiered behavior system in Tennessee, Response to Instruction and Intervention for Behavior (RTI2-B), was created to increase prosocial behaviors and decrease problem behaviors. Although PBIS has been well studied throughout the literature, there has been a paucity of formal research conducted on this tiered behavior system.The purpose of this quantitative study was to determine if the RTI2-B program created statistically significant differences in attendance and suspension rates of students by grade and race at three rural Tennessee elementary schools, using archived student data from a small rural school district in western Tennessee. A paired samples t test was conducted to compare suspension rates before and after program implementation, and another paired samples t test was used to analyze school-wide attendance patterns before and after program implementation. Bivariate analysis was used to examine post-intervention suspension differences by race. The relationships between pre- and post-intervention attendance data by year, pre- and post-suspension data by grade across years, and post-intervention differences in race were also analyzed..
Download or read book School Resource Officers Exclusionary Discipline and the Role of Context written by Benjamin W. Fisher and published by . This book was released on 2016 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Impact of Discipline Practices on Suspension Rates of Black Students an Equitable and Restorative Journey in a Grades 3 5 Inner city Elementary School written by Leondus Farrow and published by . This book was released on 2022 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Regardless of the school community or type of school in the United States, Black students are disproportionately excluded from school at a higher rate than any other student group. These discipline practices are a matter of race that negatively impact educational outcomes for Black students and have a direct correlation with their involvement in the criminal justice system. It is essential to focus on alternative exclusionary discipline practices, such as relationship building between adults and students. The purpose of this mixed method action research study was to analyze the implementation of Restorative Practices as an alternative to exclusionary discipline and determine its impact on staff's and students' perceptions of school discipline and student disciplinary outcomes. This study was grounded in the theoretical frameworks of Critical Race Theory (CRT) introduced by a collection of activists and scholars who challenged the legal system as it related to race in the 1960s and slowly worked its way into the field of education to understand the impact of race on educational outcomes for Black students. Conducted in a low-performing Grades 3-5 elementary school with a predominantly Black staff, the study looked at the impact of the implementation of Restorative Practices on teachers' and students' discipline perceptions and school discipline outcomes. Findings from this study indicate that when staff intentionally build positive relationships with students and create a sense of community and belonging, incidents of students' misbehavior decrease. Restorative Practices is a strategy that can be effective when used to build relationships between staff and students and students and students. However, this study provides recommendations to assist administrators and teachers in establishing school environments and cultures that are safe spaces for staff and students, which uses equitable discipline practices to decrease the discipline disparities for Black students.
Download or read book Implementation Fidelity and Outcomes of School Discipline Policy written by Kaitlin Pauline Anderson and published by . This book was released on 2017 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, exclusionary discipline, including out-of-school suspension (OSS) and expulsion, is disproportionately administered to students of color and special education students. Exclusionary discipline is associated with lower academic achievement and higher risk of dropout, grade retention, and involvement in the juvenile justice system, but there is little causal evidence on this topic. This dissertation reports on three analyses on school discipline, using administrative data from Arkansas public schools. The first study estimates racial disproportionalities in the use of exclusionary discipline. Controlling for reported behavior and student characteristics, my co-author and I find that Black students are 2.4 times as likely as White students to receive exclusionary discipline. Within schools, this race-based gap is insignificant, suggesting the gap is driven by differences across schools. In the second study, my co-authors and I use student fixed effects within dynamic panel data models to attempt to estimate a causal effect of exclusionary discipline on student test scores in the following year. Counterintuitively, we find almost zero evidence of negative effects, suggesting that reductions in OSS, without additional supports or interventions, will likely not improve student achievement. The third study examines the implementation and outcomes of a statewide policy eliminating OSS as a consequence for truancy. That study tests which school-level factors predict policy compliance and whether there were any policy-related changes in test scores, attendance, chronic absenteeism, truancy rates, or other student disciplinary outcomes. I find that compliance was low in high-minority, high-discipline schools, and there was no policy-related change in school-level test scores, attendance, and chronic absenteeism. Reports of truancy and the use of OSS for truancy declined following the new policy, but part of this result may be due to changes in how schools report discipline. In summary, my research indicates that real disparities in exclusionary discipline exist, but they are primarily between schools, and the negative impacts of the exclusionary discipline on its own may be minimal. What is likely more important is focusing on prevention and building positive school climate, rather than setting high-level policies and hoping schools will rise to the challenge.
Download or read book The School to Prison Pipeline written by Catherine Y. Kim and published by NYU Press. This book was released on 2012-04-01 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
Download or read book Reducing Exclusionary Discipline written by Sean Michael Dotson and published by . This book was released on 2018 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: As schools, districts, and government entities seek to improve outcomes and equity in our public school system, increasing attention has focused on exclusionary discipline practices that have a discriminatory impact on students. District and building leaders are implementing changes in discipline practices intended to reduce the frequency of use and disproportionality in the use of suspension and expulsion. The purpose of this study was to understand the perspective of school administrators and staff as they seek to reduce the use of exclusionary discipline in their school. Furthermore, this study explored how administrator perceptions and staff perceptions align with each other and with current practices, how they differ, and the implications for addressing exclusionary discipline. Using qualitative methods, the study, taking place over a period of three months at a mid-size Eastern Washington high school, included interviews with four school administrators, a focus group with seven teachers, and a focus group with six counselors, as well as a review of the school's discipline documents and communications. The study found five tensions experienced by staff that create conditions of strain and disequilibrium in the school related to discipline practices. These included tensions between traditional and new expectations of schools, accountability and support for student behavior, technical and adaptive responses to change, the comprehensive high school and alternative settings, and between staff in different roles in the school. These tensions arise from differences in perceptions between administrators and staff, though areas of alignment also appeared in the data. Implications for school leaders include a need to attend to the areas of staff capacity building, consistency, communications, and school culture to support future efforts to improve discipline practices. Policy implications include a need for lawmakers to improve the resources available for schools to provide supervision and services for students with behavior issues that would have previously resulted in exclusions from school.
Download or read book Positive Alternatives to Exclusionary Discipline for Students in Kindergarten Through 12th Grade written by and published by . This book was released on 2018 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Schools across the country are utilizing exclusionary discipline (ED) at an alarming rate. Exclusionary discipline is suspension, expulsion, and other disciplinary actions leading to a student’s removal from the typical educational setting. Exclusionary discipline rates have increased dramatically in the past decade. Past research has shown the negative effects of the use of ED including academic failure, high school drop out, grade retention, illegal substance abuse, and involvement in the juvenile justice system. School Wide Positive Behavior Interventions and Supports, restorative practices, in-school suspension, mentoring/counseling programs, and conflict resolution and social emotional learning programs have all proven to be positive alternatives to ED. Analyzing discipline data and additional professional development in behavior management and cultural competence are also proactive interventions to reduce the use of ED in schools." -- Leaf 4.
Download or read book Must Be Present to Win written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the persistent challenges in United States elementary schools is the ongoing use of exclusionary discipline practices. In Oregon, despite the application of a number of legal and policy shifts intended to reduce the use of suspension and expulsion in K-5 and K-8 schools, particularly for students of color, there continues to be an increase year-to-year of the number of students being excluded, the percentage of students excluded, and an increasingly disproportionate use of exclusion for students of color. Although the research shows that removing students from the learning environment does not improve student behavior nor improve overall school discipline and has a negative impact on academic achievement, the practice persists. This study sought to better understand the factors leading to the decisions of administrators during the disciplinary process that can lead to exclusionary discipline outcomes. Using a sequential, two-step qualitative approach, principals shared their perspectives in focus groups and individual interviews revealing the various pressures, from both within the school community and from outside, that they face when making discipline decisions. The results showed how multifaceted school discipline is and that a change in any one aspect of the discipline process is unlikely to produce a change in practices.
Download or read book Alternatives to Student Exclusion Educator s Perceptions of Practices to Support Secondary School Environment written by Nicole Y. Hyland and published by . This book was released on 2020 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined secondary teachers and administrators' perceptions of the use of supportive methodologies in lieu of exclusionary discipline to promote positive school environments. The supportive practices of Positive Behavioral Interventions & Supports, restorative practices, and Social Emotional Learning were central to the study; teachers and administrators were invited to delineate their understanding of prescribed programs. Educators' perceptions regarding the impacts of suspension and expulsion on student behavior and ultimately school environment were tantamount to this investigation. Forty-six secondary teachers and administrators from one school district in Delaware participated in this study. A researcher-designed online survey, which included selected response, Likert scale, and open-ended survey questions, was used to collect data from 42 teachers and 4 administrators. Face to face interviews with 27 teachers and 3 administrators augmented survey responses. The results of this study indicated that secondary teachers and administrators perceived alternative disciplinary methods to be effective at the secondary level in the promotion of positive school environments. Furthermore, multi-tiered systems of support were deemed to be more impactful on behavior and school environment than the discipline actions of suspension and expulsion. Teacher and administrator responses indicated agreement that suspensions and expulsions do not improve student behavior or promote the growth and development of students. However, participants regarded exclusionary discipline as purposeful in specific contexts. Participants identified areas that require urgent professional development to mitigate the effects of exclusionary discipline practices.
Download or read book A New Model of School Discipline written by David R. Dupper and published by Oxford University Press. This book was released on 2010-03-25 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn't, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, bullets, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.
Download or read book Critical Race Examination of Educator Perceptions of Discipline and School wide Positive Behavior Interventions and Supports written by Michael Massey and published by . This book was released on 2019 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a school disciplinary framework seen as an effective tool to replace school disciplinary practices that contribute to the school to prison pipeline (STPP). While evidence suggests that SWPBIS can help improve school discipline and lower suspension/expulsion rates, it has not been shown to consistently decrease racial disciplinary disparities. This study thematically analyzed semi-structured interviews of educational staff at one high school at the outset of SWPBIS implementation to understand their perceptions of school discipline and the potential for SWPBIS to address root causes of racial disciplinary disproportionality. Using a critical race theory analytical lens to center issues of race and racism, the findings revealed a school that is deeply structured in Whiteness. Participants described the school as "two schools in one"--One that is largely White, affluent, and high-achieving and another that is predominantly Black, economically disadvantaged, and achieving at lower levels. Educators were open to key elements of SWPBIS, such as positive discipline and school-wide consistency in disciplinary practices. And while many participants identified systemic barriers to achieving equity, they simultaneously relied on discursive strategies that upheld Whiteness. These findings suggest that SWPBIS has the potential to be an alternative to punitive school discipline, but faces multiple barriers in addressing disciplinary disproportionality. The segregated and stratified school structure raises questions about whom SWPBIS is for and who will bear the burden of implementation.
Download or read book Examining the Implementation of School wide Positive Discipline Intervention and Its Impact on Teacher Beliefs Values and Practices written by and published by . This book was released on 2021 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Defiance, disrespect, bullying, cursing, excessive tardies, and other problem behaviors prevent teachers from managing academic processes successfully. As a result, student academic achievement and teacher effectiveness is negatively impacted due to the loss of instructional class time spent addressing the problem behaviors present in their classroom. Managing problem behaviors is very challenging, and this type of occupational stressor causes teachers to leave the profession prematurely. To alleviate this type of stress school districts have begun to take alternative approaches to remediate the issue. Thousands of schools across the country implement school-wide positive behavior supports (SWPBS) as an instructional and behavioral practice to reduce problem behaviors such as disrespect, defiance, bullying, inattentiveness, and aggression through proactive measures. SWPBS is a systemic change approach that identifies problem behaviors, collects data, creates proactive instead of punitive solutions, and forms a relationship for teachers and students to collaborate. Most importantly, SWPBS is a program in which every student can benefit from the behavioral supports since the Individuals with Disabilities Education Act integrated students in all-inclusive classroom settings. The purpose of this study was to examine the implementation of a positive discipline intervention and its impact on teacher beliefs, values, and practices in a middle school in northeast Georgia. Quantitative data from a Likert Scale survey instrument developed by the original researcher was utilized to determine the impact the school-wide positive behavior intervention has on teacher beliefs, values, and practices towards discipline. The intervention and data gathered from this study could benefit schools nationwide.
Download or read book Discipline Without Derailing written by Rebecca Weil Cohen and published by . This book was released on 2013 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study's findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Download or read book Disrupting the School to Prison Pipeline written by Sofía Bahena and published by Harvard Education Press. This book was released on 2012-12-01 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funneled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the Harvard Educational Review features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people."
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
