This pamphlet deals with the procedures involved and the rights of Chicago public school students in cases of school suspension. Issues covered include: (1) reasons for which students may be suspended; (2) what a school must do in order to suspend a student; (3) what a student should do if he has been suspended; and (4) students' rights regarding…

In discussing school discipline, the place to begin is by considering whether detention, suspension, and expulsion help students and resolve discipline problems. Detention seems to be most effective when the student is detained on the same day and as close as possible to the time the offense occurs, but too often detention is used merely as a…

Questions are addressed regarding both temporary and long-term withdrawal of disabled children from school through suspension and expulsion. Questions involve differentiating between suspension and expulsion and determining whether suspension or expulsion represents a "change of placement" as that term is defined in federal statutes. (CT)

This report provides state summary tables and district reports of graduation rates, dropout rates, and expulsion rates in Colorado. The graduation rate is a cumulative or longitudinal rate that calculates the number of students who actually graduate as a percent of those who were in membership and could have graduated. The dropout rate is an…

Historically, public school officials have acted without consideration for due process in issuing grades to students, in excluding students from school for academic failure, and in lowering grades as a means of disciplining students. The constitutionality of these actions is challenged and recent court cases are reviewed. (Author/KC)

Discusses nine types of court approved disciplinary measures available to schools and teachers. These include detention and in-school suspension, corporal punishment, physical restraint, grade reduction, denial of extracurricular participation, and suspension and expulsion. Synopses of significant legal decisions covering the application of school…

Analyzes Arkansas case wherein the Eighth Circuit held 6-5 that letter written by seventh-grade student threatening violence against his former girl friend was not protected by the First Amendment even though a friend took the letter from student's home without his knowledge and gave it to the girl. Upheld board's decision to expel student.…

Reviews current legal interpretations regarding discipline of handicapped students. Proposes a model for fostering compliance with legal mandates when considering disciplinary procedures for such students. Principals should employ behavior management options (such as time-out techniques, use of school counseling and social workers, in-school…

Case concerning the expulsion of five African American students at West Virginia Wesleyan College, and in which the students chose not to appear at their judicial hearing, has raised questions about whether there was adequate investigation and whether the school's actions meets the requirements of due process stated in the student handbook and…

This article examines the body of case law which has developed over the appropriate use of various timeout procedures (e.g., exclusion, seclusion/isolation) of students with behavior disorders. Seven guidelines for the legally correct application of timeout procedures are offered. (DB)

Records of administrative hearings and court cases involving the expulsion of disabled students characteristically discuss the "Relationship Test" that generally inquires whether or not a misbehavior is related to--or is a manifestation of--a student's disability. Traces the source of the Relationship Test, discusses issues arising from…

The 1997 Individuals with Disabilities Education Act amendments include discipline-related provisions that expand school officials' authority to deal with disabled students caught with weapons or drugs or exhibiting dangerous behaviors and clarify procedures governing manifestation determination, provision of educational services during…

An evaluation was conducted of British projects designed to reduce exclusion from school (multidisciplinary behavior support teams, offsite pupil referral units, and in-school centers). Successful support teams and in-school centers had common features: school staff, administrator, and parent involvement; student self-monitoring; flexibility; and…