Connected in Seattle? An exploratory study of student perceptions of discipline and attachments to teachers

Wald, Johanna; Kurlaender, Michal

doi:10.1002/yd.53

Cited by 14 publications

(9 citation statements)

References 5 publications

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“…A common method for calculating representation and determining disproportionality is the composition index (Donovan & Cross, 2002; Skiba et al, 2011) which is calculated by comparing the proportion of students identified for special education in one demographic group with the proportion of students of the same demographic group within the entire student population (Wald & Kurlaender, 2003). For example, to determine the composition index of American Indian students, researchers calculate the percentage of American Indian students in the sample and compare it with the percentage of American Indian students who were identified for special education services in that same sample.…”

Section: Determining Disproportionalitymentioning

confidence: 99%

“…There is no universally accepted percentage that indicates underrepresentation or overrepresentation (Wald & Kurlaender, 2003), in fact, underidentification and overidentification criteria are determined by individual states and as a result may vary widely from one state to the next and may change annually (NEA/NASP, 2007;USDOE, 2007). For example, schools in the districts of Louisiana are considered to have overrepresentation if students in a particular group are identified at twice the rate of other students in an academic year, while schools in the districts of Nebraska are considered to have overrepresentation if students in a particular group are identified at three times the rate of other student in two consecutive academic years (U.S. Government Accountability Office, 2013).…”

Section: Determining Disproportionalitymentioning

confidence: 99%

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Culturally and Linguistically Diverse Learners in Special Education: English Learners

2018

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The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.

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Section: Determining Disproportionalitymentioning

confidence: 99%

Section: Determining Disproportionalitymentioning

confidence: 99%

Culturally and Linguistically Diverse Learners in Special Education: English Learners

2018

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“…Due to evidence of disparate outcomes for students enrolled in behavior-focused and academic remediation-focused alternative schools, this disproportionality is especially concerning. Furthermore, students removed from traditional, general education settings and relocated to more restrictive and segregated placements for reasons related to poor behavior are at increased risk for school disengagement, dropout, and psychosocial effects such as feelings of alienation, depression, and worthlessness (Brown, 2007;Chapin & Griffin, 2005;Redding et al, 2005;Sekayi, 2001;Wald & Kurlaender, 2003;Wald & Losen, 2003). Many of these experiences, such as dropping out and depression, have negative lifelong implications on an individual's employability, family dynamics, and association with judicial systems such as juvenile corrections or prison (e.g., Sum, Khatiwada, McLaughlin, & Palma, 2009).…”

Section: Race/ethnicity Across School Typementioning

confidence: 99%

Characteristics of Students in Traditional Versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District

Perzigian

Afacan

Justin

et al. 2016

Education and Urban Society

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Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including—but not limited to—use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed.

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“…It is important to determine not only why these students are being overreferred and excluded from educational settings but also what educators can do to prevent further overrepresentation as they develop and progress in the public education system. Past researchers have noted the difficulty in determining the causes for differing ODR rates (e.g., Wald & Kurlaender, 2003), which is why it may be beneficial to conduct qualitative studies at individual school sites.…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

Office Disciplinary Referral Patterns of American Indian Students from Elementary School through High School

Whitford

Levine‐Donnerstein

2014

Behavioral Disorders

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Disciplinary referrals and exclusions among students from minority backgrounds have been a persistent concern for decades. The purpose of this study was to determine (a) the rate at which American Indian students received office discipline referrals (ODRs) in comparison to students of other races/ethnicities, (b) the rate at which male American Indian students received ODRs in comparison to female American Indian students, (c) leading behavior violations and how they compare across race/ethnicity, and (d) the impact that the type of ODR and race/ethnicity have on administrative action. Logistic regression was used to examine ODRs for 9,330 students from prekindergarten through 12th grade in two Southwestern public school districts with a large combined American Indian population (23.5%). Results indicated higher odds of American Indian students receiving ODRs than Caucasian, Hispanic/Latino, and Asian students but lower odds than African American students. In addition, results indicated higher odds of American Indian boys receiving ODRs than American Indian girls, whereas the majority of ODRs were given for defiance, disrespect, and noncompliance, followed by aggression, disruption, and then attendance. Lastly, results indicated higher odds of American Indian students receiving differing levels of administrative action, including suspension and expulsion, than Caucasian and Hispanic/Latino students. Implications for practice and research are provided.

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Connected in Seattle? An exploratory study of student perceptions of discipline and attachments to teachers

Abstract: How do students' perceptions about their treatment in school differ along racial and gender lines?

Cited by 14 publications

References 5 publications

Culturally and Linguistically Diverse Learners in Special Education: English Learners

Culturally and Linguistically Diverse Learners in Special Education: English Learners

Characteristics of Students in Traditional Versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District

Office Disciplinary Referral Patterns of American Indian Students from Elementary School through High School

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