Literaturnachweis - Detailanzeige
Autor/inn/en | Linick, M. A.; Garcia, A. N.; Dunn-Grandpre, H. |
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Institution | National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); American Institutes for Research (AIR); Regional Educational Laboratory Midwest (ED/IES) |
Titel | The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota. Study Brief. REL 2021-115 |
Quelle | (2021), (5 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Civil Rights; Suspension; Expulsion; Discipline; Disproportionate Representation; Racial Differences; Ethnicity; Minority Group Students; White Students; Students with Disabilities; Educational Change; Discipline Policy; School Districts; Educational Practices; American Indian Students; African American Students; Best Practices; Cooperative Planning; Elementary Secondary Education; Low Income Students; Geographic Location; Special Education; Minnesota Bürgerrechte; Grundrechte; Zivilrecht; Ausschluss; Schulausschluss; Relegation; Disziplin; Rassenunterschied; Ethnizität; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsreform; Disziplinarmaßnahme; School district; Schulbezirk; Bildungspraxis; African Americans; Afroamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen |
Abstract | In 2017 the Minnesota Department of Human Rights identified 43 local education agencies in the state as being in violation of the Minnesota Human Rights Act for their use of exclusionary discipline practices (suspensions, exclusions, and expulsions) at higher rates for American Indian and Black students and students in special education than for White students and students not in special education as well as overall use. The department agreed not to pursue legal action against any identified local education agency that created and implemented a plan to reform its discipline practices. This study examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans by identified local education agencies was associated with changes in discipline outcomes. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students. [For the full report, see ED614777. For the Study Snapshot, see ED614778. For the appendixes, see ED614780.] (As Provided). |
Anmerkungen | Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |