Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State

Autor/inn/en	Camacho, Kristine A.; Krezmien, Michael P.
Titel	Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State
Quelle	In: Journal of Emotional and Behavioral Disorders, 27 (2019) 4, S.209-220 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426618769065
Schlagwörter	Suspension; Discipline Policy; Disproportionate Representation; Middle School Students; High School Students; Minority Group Students; At Risk Students; Students with Disabilities; Correlation; Attendance; Student Mobility; Teacher Effectiveness; Teacher Qualifications; English; Language Arts; Teacher Student Ratio; Achievement Tests; Scores; Elementary Secondary Education; Educational Legislation; Federal Legislation; Disadvantaged Schools; White Students; Racial Composition; Institutional Characteristics; Lunch Programs; Maryland + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Disziplinarmaßnahme; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Disability; Disabilities; Behinderung; Korrelation; Anwesenheit; Mobility; Mobilität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; English language; Englisch; Sprachkultur; Lehrer-Schüler-Relation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht; Mittagessen
Abstract	Data from middle schools (n = 219), high schools (n = 200), and combined middle and high schools (n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school's Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01