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Download full textStephen B. Holt; Katie Vinopal; Heasun Choi; Lucy C. Sorensen – Annenberg Institute for School Reform at Brown University, 2022
While a growing body of literature has documented the negative impacts of exclusionary punishments, such as suspensions, on academic outcomes, less is known about how teachers vary in disciplinary behaviors and the attendant impacts on students. We use administrative data from North Carolina elementary schools to examine the extent to which…
Descriptors: Elementary School Students, Elementary School Teachers, Discipline Policy, Expulsion
Peer reviewedNational Center for Education Evaluation and Regional Assistance, 2012
This brief describes key features of the high school alcohol and drug policies in the 100 largest school districts in the United States. The written policies of at least 80% of these districts include parent conferences, referral to law enforcement, principal-determined suspensions, or referral for expulsion hearings (or some combination of these)…
Descriptors: School Districts, High Schools, School Policy, Discipline Policy
Direct linkButler, Bettie Ray; Lewis, Chance W.; Moore, James L., III; Scott, Malcolm E. – Journal of Negro Education, 2012
One frequently held assumption found within the school discipline literature suggests that students of color- particularly African American, male, low-income populations- are at an increased risk of receiving exclusionary discipline sanctions. Aside from race, gender, and socioeconomic status; however, less is known about other factors that…
Descriptors: Discipline, Sanctions, Discipline Policy, Educational Practices
Gregory, Anne; Skiba, Russell J.; Noguera, Pedro A. – Educational Researcher, 2010
The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how…
Descriptors: Discipline, Sanctions, School Culture, American Indians
Jones, Vanya C.; Bradshaw, Catherine P.; Haynie, Denise L.; Simons-Morton, Bruce G.; Gielen, Andrea C.; Cheng, Tina L. – Journal of School Violence, 2009
The No Child Left Behind Act requires state boards of education to identify schools that are unsafe. Schools that are identified by measures such as suspension and expulsion rates are subsequently labeled "persistently dangerous." To our knowledge there is no published research that attempts to characterize fighting behavior among youths…
Descriptors: Middle Schools, At Risk Students, Federal Legislation, Early Adolescents
Arizona Department of Education, 2009
The Individuals with Disabilities Education Act (IDEA) of 2004 established a requirement that all States develop and submit to the U.S. Department of Education, Office of Special Education Programs (OSEP) a performance plan designed to advance the State from its current level of compliance with the statutory and regulatory requirements of the law…
Descriptors: Student Rights, Sanctions, Disabilities, Special Education
