How Educators Can Eradicate Disparities in School Discipline

Gregory, Anne; Bell, James H.; Pollock, Mica

doi:10.1057/978-1-137-51257-4_3

Cited by 72 publications

(54 citation statements)

References 30 publications

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“…Because disparities increase in schools with police presence and with rigid zero tolerance policies (Carter, Fine, & Russell, 2014), schools could adopt alternative forms of discipline that are less disruptive than suspension/expulsion (Anyon et al, 2014), such as School-Wide Positive Behavioral Interventions and Supports (Flannery, Fenning, Kato, & McIntosh, 2014; Horner, Sugai, & Anderson, 2010) or restorative justice (Gregory, Clawson, Davis, & Gerewitz, 2014). For a more thorough discussion of school-based interventions, see Gregory, Bell, and Pollock (2014).…”

Section: Discussionmentioning

confidence: 99%

To educate or to incarcerate: Factors in disproportionality in school discipline

Mizel

Miles

Pedersen

et al. 2016

Children and Youth Services Review

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The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2,539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline.

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Section: Discussionmentioning

confidence: 99%

To educate or to incarcerate: Factors in disproportionality in school discipline

Mizel

Miles

Pedersen

et al. 2016

Children and Youth Services Review

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show abstract

“…A report from the Council of State Governments Justice Center pointed to the need for better monitoring of discipline across race, gender, and disability status subgroups (Morgan, Salomon, Plotkin, & Cohen, 2014). The Discipline Disparities Research-to-Practice Collaborative issued two briefs calling for policy and practice initiatives to reduce disparities in school discipline (Gregory, Bell, & Pollock, 2014; Losen, Hewitt, & Toldson, 2014). All of these recent reports were focused on disparities in suspensions, expulsions, and physical restraints; not one mentioned disparities in corporal punishment.…”

Section: Disparities In Prevalence Of School Corporal Punishmentmentioning

confidence: 99%

Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy

Gershoff

Font

2016

Social Policy Report

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School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.

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“…The personalized instructional support discussed by students has been shown to decrease likelihood of dropping out by increasing course success (Pinkus, 2008) and increase higher levels of academic achievement (McClure, Yonezawa, & Jones, 2010). Further, the range of disciplinary practices noted by participants represent alternatives to punitive, exclusionary practices (suspension, expulsion) and rather (McNeely, Nonnemaker, & Blum, 2002), avoid removing students from the classroom (Yolanda et al, 2014), and disrupt disparities in discipline practices along lines of race, gender and sexual orientation (Gregory, Bell, & Pollock, 2014;Losen, 2015). Finally, participation in afterschool programs has been found to increase high school graduation (Afterschool Alliance, 2009), academic performance, consistent attendance, and positive attachment to school (McNeely et al, 2002), especially for diverse learners (Banks et al, 2001).…”

Section: Theme 2: "They Find Different Ways …": Employing Diverse Andmentioning

confidence: 99%

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

Braun¹,

Gable

Billups

et al. 2016

JEI

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A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social promotion required the school to adapt their model to best served students with high risk factors for dropping out of school who have been socially promoted, rather than retained in grade level. This study provided the qualitative (perspectives of former students (N = 8) and quantitative (demographic and outcome variables for students (N = 164) who completed the program between 2007-2009) data to ground the evolution of the school model. Five critical aspects of the school model emerged from the former students: teacher as warm demander, diverse and creative practices, being one community, student self-efficacy, and upholding diversity and equity. Quantitative analyses revealed the key finding that the number of times a student accelerated to the next grade in their courses was a positive predictor of all the high school outcomes studied. Data mixed during interpretation generated recommendations to continue strong practices and strengthen the following: have students set, monitor, and share progress; increase clear and high expectations; engage the adult community in setting, tracking and assessing goals; and increase culturally competent practices. These findings can also be used by schools serving students who may be at risk for dropping out of school.

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How Educators Can Eradicate Disparities in School Discipline

Cited by 72 publications

References 30 publications

To educate or to incarcerate: Factors in disproportionality in school discipline

To educate or to incarcerate: Factors in disproportionality in school discipline

Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy

Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

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