Tipping Point: Effect of the Number of In-School Suspensions on Academic Failure

Autor/inn/en	Smith, Danielle; Ortiz, Nickolaus A.; Blake, Jamilia J.; Marchbanks, Miner, III.; Unni, Asha; Peguero, Anthony A.
Titel	Tipping Point: Effect of the Number of In-School Suspensions on Academic Failure
Quelle	In: Contemporary School Psychology, 25 (2021) 4, S.466-475 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blake, Jamilia J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00289-7
Schlagwörter	Suspension; Academic Failure; Correlation; Standardized Tests; Achievement Tests; Public Schools; Grade 9; Secondary School Students; At Risk Students; Minority Group Students; School Psychologists; Texas + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Korrelation; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	There is extensive evidence suggesting that school suspension is correlated with poor academic performance. However, many studies examining the association between school suspension and achievement focus on the effects of out-of-school suspension specifically. While in-school suspension is offered as a less harmful alternative consequence to out-of-school suspension, the effects of in-school suspension on academic achievement are largely unknown. This article examines the association between in-school suspensions and academic failure on standardized achievement tests. The study utilized secondary data from two cohorts of 380,826 ninth-grade students enrolled in Texas public schools to investigate how many in-school suspensions result in failure on a state standardized achievement test. Our results show that a single in-school suspension is predictive of significant risk for academic failure (greater than 25% chance of failure) on a state-wide standardized test controlling for a host of individual and school characteristics. We also find that this relationship between discipline and risk for standardized test failure is more pronounced for students of color. The implications for school psychologists in terms of curtailing the potential negative impact of in-school suspension on student achievement are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01