Longitudinal predictors of disciplinary alternative school placement and the risk of subsequent juvenile detention in a cohort of third grade children.

Abstract

DEDICATIONThis dissertation is dedicated to Norman, Brandon, and Tremane, whose early struggle for dignity and hope inspired this work. Sue Lasky, Dr. Marco Munoz, and Dr. Blain Hudson for their time, energy, support, and contributions to this study. In addition, I would like to thank Dr. Stringfield for exuding passion and a sense of urgency in every conversation and lecture, and for providing me an assistantship that helped me grow in knowledge and experience; Dr. Lasky for imparting her rich knowledge and understanding of the socio-culturallens and her tremendous nurturing support; Blaine Hudson for first introducing me to the critical intersections of history, educational policy, race and inequality; and to Dr. Munoz for being the best mentor one could ever hope for, who leads by his shining example and whose kindness and words of wisdom will always be cherished. A special thanks to Dr.Robert Rodosky for the countless opportunities he has provided for my professional growth over the years and for his invaluable input to this study. Alternative school settings for students who are identified as "disruptive or dangerous" are playing an increasingly prominent role in the world of public education, yet many gaps in the research literature are abound. This dissertation study is an effort to contribute to an understanding of the students placed in these alternative schools, identify longitudinal predictors of placement, and assess the risk of subsequent involvement of the juvenile justice system.The study sample consisted of an entire cohort of third grade children in a large metropolitan school district. Through the use of the methodological technique of discrete-time hazard analysis, time-constant and time-varying predictors of placement between 3 rd and lih grade were examined. The predictor variables used in the study included student demographic, academic and non-academic characteristics that were extracted through the districts large data warehouse. Also under examination in this study was whether, and if so when, students who experienced alternative school placement subsequently experienced a juvenile detention before 12th grade. VIThe results of this study indicated that cumulatively, 9% of the total cohort experienced placement in a disciplinary school by the end of 12th grade. The hazard of placement was greatest in 7th grade. African-American males were disproportionately represented among students placed. The discrete-time hazard models revealed that variables minority, male, free/reduced lunch status, school mobility, EmotionalBehavioral disability, absenteeism, and grade retention were significant predictors of placement through time. Out of school suspension remained the strongest predictor even when controlling for other significant predictors. Over a third of the student placed in alternative school experienced a subsequent juvenile detention. Of those placed in alternative school during elementary, half experienced juvenile detention before the end of lih grade. Logistic regression results indica...