Literaturnachweis - Detailanzeige
| Autor/in | Arcia, Emily |
|---|---|
| Titel | Achievement and Enrollment Status of Suspended Students: Outcomes in a Large, Multicultural School District |
| Quelle | In: Education and Urban Society, 38 (2006) 3, S.359-369 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1245 |
| DOI | 10.1177/0013124506286947 |
| Schlagwörter | Enrollment; Urban Schools; Academic Achievement; Suspension; Longitudinal Studies; Reading Achievement; Matched Groups; Expulsion; Cultural Pluralism; School Districts; Comparative Analysis |
| Abstract | There have been outcries in both the academic sector and in the popular press about the high and increasingly rising use of suspensions as a discipline measure. Among the negative consequences noted has been a detrimental impact on the academic achievement of suspended students. This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. The pre- and postsuspension reading achievements of suspended students were compared to those of a comparison group matched on grade, gender, race, participation in the free/reduced lunch program, and limited English proficiency. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates. All patterns were considerably more marked with increases in suspensions and with decreases in achievement. (Contains 3 tables.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: http://sagepub.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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