Up the down escalator? Examining a decade of school discipline reforms

Welsh, Richard O.

doi:10.1016/j.childyouth.2023.106962

Cited by 5 publications

(3 citation statements)

References 108 publications

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“…Column 1 displays results for ODR, which draw attention to the importance of trust between parents and teachers to ODR patterns above and beyond other observable student and school characteristics. In practice, the assignment of ODRs is typically aligned with the teaching staff, who may report any perceived student behavioral infraction for further disciplinary consequences to be determined by school administrators (Welsh, 2023b;Welsh & Rodriguez, 2023). Based on model estimates, a standard deviation increase in parent trust in teachers was associated with 3.2% lower odds of that parent's child receiving an ODR.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, in addition to trust, schools communicating with parents (e.g., about positive behavioral strategies to reinforce at home or about instances of misbehavior that can be addressed at home and not through school discipline) and parents being involved more (e.g., surveilling student progress) matter, but for specific student groups. It is important to note that Black students and special education students have some of the highest prevalence of suspensions and starkest discipline disproportionalities (Rodriguez & Welsh, 2022;Welsh, 2022a;Welsh & Rodriguez, 2023); thus, malleable schoollevel factors that may reduce the likelihood of ODRs and suspensions for these students are particularly salient for the strategic direction of school discipline reform (Welsh, 2023b).…”

Section: Discussionmentioning

confidence: 99%

“…As policymakers and educational leaders seek ways to reduce inequities in exclusionary discipline (Welsh, 2023b), a better understanding of how school-family relationships shape disciplinary outcomes and disparities is needed. The resulting findings contribute to a granular understanding of how schooling environments interact with families and whether those interactions predict whether and how students are disciplined.…”

Section: Introductionmentioning

confidence: 99%

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The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

Rodriguez,

Welsh

2023

Educational Researcher

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Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary discipline. Results indicate that stronger parental trust toward teachers is connected to a reduced probability that a student receives an office discipline referral, while greater trust in principals is associated with a lower chance of suspension. Several aspects of school-family relationships, such as parent-principal trust, parental involvement, and school outreach and communication, heterogeneously predict a lower likelihood of experiencing exclusionary discipline by student race and special education status. These findings demonstrate the interdependent role of families and school staff in child development and highlight the need to cultivate positive school-family relationships as a potential strategy for addressing exclusionary discipline disparities.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

Rodriguez,

Welsh

2023

Educational Researcher

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Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

Camacho,

Fenning,

Hyzer

et al. 2024

School Psychology Review

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School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City

Rodriguez,

Welsh,

Daniels

2024

AERA Open

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School discipline is a salient problem of educational policy and practice. Teachers play an important role in the production and disruption of racial inequities in school discipline, yet there remains a need to disentangle the relationship between teacher characteristics, their perceptions of school climate, and school discipline patterns. This study uses longitudinal data representing over one thousand public middle and high schools in New York City and linear regression methods to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and the rates of and disparities in suspensions. Overall, results indicate more positive teacher perceptions of school climate, higher years of teaching experience, and a greater share of Black teachers are independently associated with lower rates of office referrals and suspensions, overall and especially for Black and Latinx students. The study concludes by discussing implications for teacher education and on-the-job support as well as school leadership.

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Up the down escalator? Examining a decade of school discipline reforms

Cited by 5 publications

References 108 publications

The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City

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