1,631 research outputs found

    Seeing in Color: How Are Teachers Perceiving Our Diverse Autistic Students?

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    Although the discipline gap between Black and White students is well documented and the discipline gap between students with disabilities and those without has also been researched, the discipline gap between autistic students of color and White students has received very little attention. This essay asks educators to consider the ways in which autistic students of color exist in a specific cross section of double-discrimination and considers what can be done to reduce unconscious bias, including developing a broader and more diverse understanding of autistic culture

    Reducing the Discipline Gap Among African American Students: Learning in Classroom Communities of Practice

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    The author argues that learning in classroom communities of practice may reduce exclusionary school discipline practices and the discipline gap that disproportionately affect African American students. Communities of practice prioritize the social nature of learning as legitimate peripheral participation, encouraging community membership, social identity transformation, and synergistic relationships and spaces

    Diminishing the Discipline Gap: Restorative Justice as a Promising Alternative in One Urban School

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    Across the nation, the education system is responding to student misbehavior with zero tolerance policies that parallel the punitive practices found in the juvenile and criminal justice systems. Zero tolerance policies have contributed to the “discipline gap,” wherein schools punish racial and ethnic minorities more often and more severely than they punish whites. One alternative to punitive punishment is restorative justice, which aims to foster respect, responsibility, and empathy in members of school communities. This project evaluates the relationship between restorative justice and out-of-school suspension rates in an urban school district. It also serves as one of the few studies that evaluate the effect of restorative practices on the discipline gap. The results validate previous research findings, as restorative justice is related to reductions in out-of-school suspension rates. Further, the results reveal a promising alternative to the punitive practices that plague the education system, as restorative justice is related to reductions in the size of the discipline gap.https://ecommons.udayton.edu/stander_posters/1628/thumbnail.jp

    New and Developing Research on Disparities in Discipline

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    This briefing paper describes the results of new research in the area of disciplinary disparities, and identifies remaining gaps in the literature that can guide researchers and funders of research. The brief is organized into two sections:1) What Have we Learned? Key New Research Findings describes research from leading scholars across the nation commissioned by The Center for Civil Rights Remedies at UCLA's Civil Rights Project with the support of the Collaborative, findings from projects supported by the Collaborative Funded Research Grant Program, and other new research on disproportionality in school discipline in the peer-reviewed literature.2) Future Research Needs describes gaps that remain in the research base. Although there has been considerable new knowledge generated in recent years, significant gaps remain, especially in identifying and evaluating intervention strategies that reduce inequity in discipline for all students

    Eliminating Excessive and Unfair Exclusionary Discipline in Schools Policy Recommendations for Reducing Disparities

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    All schools must be safe places for all members of the learning community. Schools have the right and indeed the responsibility to develop safe school climates to protect the safety of students and teachers, as well as the integrity of learning Yet the data indicate that it is relatively rare for students to pose a serious danger to themselves or others.In states like Texas, serious safety concerns trigger a "non-discretionary" mandatory removal, but these represent less than 5% of all disciplinary removals from school. While exclusion on grounds of safety is infrequent, students are routinely removed from school for minor offenses like tardiness, truancy, using foul language, disruption, and violation of the dress code.Of course, public school educators are also responsible for ensuring the integrity of the learning environment and attend to misbehavior that does not raise safety concerns. There is no question that there are circumstances where removing a student from a classroom is helpful to de-escalate a conflict, or to pursue an intervention outside the classroom with the support of an administrator, a counselor, parent(s) or community members. However, too many of our nation's public schools have moved away from reserving school exclusion only for the most serious offenses, and as a measure of last resort. Excessive suspensions and expulsions threaten educational opportunity, thereby undermining our national goals for closing academic achievement gaps for all children

    Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students

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    This research brief follows up on a joint Carsey/NH Kids Count publication from 2009. The 2009 study focused on larger disciplinary trends in New Hampshire schools and contextualized them in the policies, laws, and procedures that may have resulted in increased use of exclusionary discipline. The present study reports on rates of exclusionary discipline from 2010 through 2014 by school and student characteristics to better understand how and to what extent exclusionary discipline has been applied across the state in recent years. Authors Douglas Gagnon, Eleanor Jaffee, and Reeve Kennedy report that although rates of out-of-school suspension among secondary school students in New Hampshire are nearly as high as national trends, rates of expulsion are far below the national average. In urban secondary schools, the rate of in-school suspension is twice that of non-urban schools, while out-of-school suspension rates are three times higher. Male students, students of color, students eligible for free or reduced-price lunch, students with disabilities, and homeless students are more likely to experience exclusionary school discipline, although racial disparities appear to stem largely from the greater racial diversity at the urban schools that use this type of discipline at higher rates with all students. Statewide, 3.5 percent of New Hampshire’s middle and high school students are suspended out of school for a total of five days or more and/or expelled in a given year. Given the notably higher rates of use of exclusionary discipline in New Hampshire’s urban school districts, the authors recommend that school policies and environments be assessed for opportunities to reverse these trends and provide more students with consistent classroom time and instruction

    SWPBIS, behavior patterns, and the discipline gap

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    The goal of this study was to examine to what extent the discipline gap is present in a school implementing school-wide positive behavior interventions and supports (SWPBIS) and to examine whether students of different ethnicities are reported disproportionately for different types of behavior. Eight years of reported problem behavior (RPB) data from one elementary school were collected and analyzed both descriptively and statistically. In order to reflect the population proportionately, the presence of the discipline gap was examined using the average number of RPBs per student per year by ethnicity. Results indicate that there was no statistically significant difference between white and African American students, but that Latino students were referred significantly less frequently than African American students. Also, students were not reported differentially by ethnicity for specific types of problem behaviors. Implications of these findings for SWPBIS implementation and directions for future research are discussed
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