Download or read book The Relationship Between Exclusionary Discipline Race Socioeconomic Status and Graduation Rates at 4A 5A and 6A High Schools written by Ryan M. Cavazos and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation is a significant predictor of future success. In most cases, a high school graduate will earn more money and live a healthier lifestyle than those who do not graduate from high school. The graduation rate in the United States is lower than the graduation rate of many other industrialized countries. Three known predictors of graduation rate are the number of exclusionary discipline assignments a student incurs, the race of the student, and the socioeconomic status of the student. The purpose of this study was to determine the relationship between graduation rate, exclusionary discipline, race (nonwhite), and low socioeconomic status. In order to determine the relationship, this study used action research and a quantitative research design. Data were collected from the public education information management system reports and data from the annual Texas academic performance report to determine the graduation rate, the number of exclusionary discipline assignments, the percentage of nonwhite students, and the percentage of low socioeconomic status students of 4A, 5A, and 6A schools in Texas. There were 109 randomly selected schools that were used in this study. The random sample included schools from all over the state of Texas, with enrollment numbers ranging between 508 and 4,283 students. The research determined that, in this study, exclusionary discipline and socioeconomic status were significant predictors of graduation rate. However, in this study, race (nonwhite) was not a significant predictor of graduation rate. Race (nonwhite) being an insignificant predictor of graduation rate was in contrast to the literature reviewed in this study. This study concluded that almost 37% of the variance in graduation rate could be determined by exclusionary discipline, race (nonwhite), and socioeconomic status.
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 Race Class and Education written by Kenneth J. Meier and published by Univ of Wisconsin Press. This book was released on 1989 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most school systems have undergone some formal desegregation to eliminate inequities in access to education, inequities--and discrimination--nonetheless remain. In this study covering 170 major school districts during the years between 1968 and 1984, the authors discuss the remaining obstacles to equal opportunity in education. Clustering of students into separate classes or groups of classes based on perceived learning potential is one form of discrimination that remains; disciplinary policy resulting in suspension or expulsion is the other. Based on their findings, Meier, Stewart, and England argue that the single most important factor in improving the access of black students to equal educational opportunities is having black teachers in the classroom, a goal attainable through use of the political system. "In a very concise book, Meier, Stewart, and England . . . build a damning case against standard education policies as contributors to the resegregation of our schools. . . . In the process, they give us an excellent example of what good policy analysis is by carefully blending empirical documentation with evaluation and prescription."--Mary Kweit, Public Administration Review
Download or read book Exploring the Relationship Between School District Racial Ethnic Composition and Socio Economic Composition and School Punishment in an Era of Changing School Disciplinary Policies written by Gerardo V. Cuevas and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I examine the relationship between school district racial/ethnic composition, socio-economic composition, and school punishment in an era of changing school discipline policies and decreasing punishment. I draw on minority threat theory, critical race theory, and social reproduction perspectives to explore the relationships between school district racial/ethnic composition and socio-economic composition and school punishment. I utilize data from the Civil Rights Data Collection (CRDC), a nationally representative dataset of public schools and districts in the U.S., and merge it with the Funding Fairness Data and American Community Survey datasets. In Chapter 4, I examine the relationship between school district racial and ethnic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district racial composition is associated with school punishment through a curvilinear relationship that levels off. Specifically, school districts with larger Black student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with larger Black student populations punish Black students more than White and Hispanic students. I also find that school district ethnic composition is associated with school punishment. School districts with larger Hispanic student populations punish Hispanic students at higher rates. Furthermore, I find that change in school district racial composition is associated with school punishment. School districts with increasing Black student populations punish Black students at lower rates. I also find that change in school district ethnic composition is associated with school punishment. Specifically, school districts with increasing Hispanic student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with growing Hispanic student populations punish Hispanic students more than White and Black students. These findings provide more support for minority threat theory than critical race theory. In Chapter 5, I examine the relationship between school district socio-economic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district socio-economic composition is associated with school punishment. Specifically, economically disadvantaged school districts punish White, Black, and Hispanic students at higher rates than economically advantaged school districts; Advantaged school districts punish White, Black, and Hispanic students at lower rates. Moreover, there is evidence of racial/ethnic variation. Disadvantaged school districts punish Black students more than White and Hispanic students while advantaged school districts punish Black and Hispanic students more than White students. These findings provide support for social reproduction perspectives.
Download or read book The Influence of High School Racial Composition on Black College Attendance and Test Performance written by Robert L. Crain and published by . This book was released on 1978 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Download or read book Race Class and Gender in Exclusion from School written by Cecile Wright and published by Psychology Press. This book was released on 2000 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy Behavioral Climate Instructional Organization and High School Graduation Rates Research Brief No 2 Updated written by Susan Eaton and published by . This book was released on 2011 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, "Teachers College Record," edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in "Teachers College Record" is particularly rigorous. It draws from several strong data bases and employs cutting-edge statistical methods. This comprehensive collection of studies pays meticulous attention to separating the discrete contributions that schools, teachers, families and students themselves make to a variety of important educational outcomes, such as test scores and graduation rates. It is urged that courts, policymakers, education rights lawyers, educators and others use this new work as a guide in decisions and advocacy related to diversity, schooling and equal opportunity. [For the first report in this series, see "School Racial and Economic Composition & Math and Science Achievement. Research Brief No. 1. Updated" (ED571622). For the third report in this series, see "The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated" (ED571627).].
Download or read book Race Socioeconomic Status and Competency Testing written by William P. O'Hare and published by . This book was released on 1979 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Classroom Management written by Carolyn M. Evertson and published by Routledge. This book was released on 2013-10-31 with total page 1357 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.
Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Download or read book Homeroom Security written by Aaron Kupchik and published by NYU Press. This book was released on 2010-08-02 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kupchik shows that security policies lead schools to prioritize the rules instead of students, so that students' real problems--often the very reasons for their misbehavior--get ignored.
Download or read book Making Desegregation Work written by Robert L. Crain and published by . This book was released on 1982 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Hidden Rules of Race written by Andrea Flynn and published by Cambridge University Press. This book was released on 2017-09-08 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the racial rules that are often hidden but perpetuate vast racial inequities in the United States.
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 The Promise of Adolescence written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-07-26 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
