Student Misconduct and Learning Outcomes Evidence from Pennsylvania's K-12 Building Records: 1999-2018. EdWorkingPaper No. 21-505

Autor/in	Strauss, Robert P.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Student Misconduct and Learning Outcomes Evidence from Pennsylvania's K-12 Building Records: 1999-2018. EdWorkingPaper No. 21-505
Quelle	(2021), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Behavior Problems; Comparative Analysis; School Violence; Law Enforcement; Public Schools; School Buildings; School Safety; School Districts; Low Income Students; Poverty; Achievement Tests; Scores; Institutional Characteristics; Mathematics Tests; Language Arts; Correlation; Student Characteristics; Socioeconomic Status; Educational Legislation; Federal Legislation; Records (Forms); Kindergarten; Elementary Secondary Education; Pennsylvania (Pittsburgh); Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? School; Schools; Violence; Schule; Gewalt; Gesetzesvollzug; Public school; Öffentliche Schule; School building; Schulgebäude; School district; Schulbezirk; Armut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachkultur; Korrelation; Socio-economic status; Sozioökonomischer Status; Bildungsrecht; Schulgesetz; Bundesrecht; Formularsammlung
Abstract	This paper compares and contrasts two required building level school violence measures under NCLB, arrests and incidents of well-defined school misconduct acts, across 20 years of Pennsylvania's approximately 3,000 public school buildings. Generally, both arrests for school violence and incidents of school violence are rare events. Over 20 years, the third quartile arrest rate was zero and, the third quartile incident rate was 3.3%. Relatively few, 4.1% overall, of Pennsylvania's school buildings were "persistently dangerous" as defined and reported pursuant to Pennsylvania's state plan to the US Department of Education; however, these buildings represented about 7.8% of the student population statewide. When we measure whether or not a school building is dangerous based on reported school violence incidents, that is without an arrest requirement, fully 36.9% of Pennsylvania's school buildings were dangerous, and they represented 46.7% of the students statewide. Both Philadelphia and Pittsburgh public school buildings were disproportionately unsafe and among the top 20 districts in the state which were unsafe over the 20 year study period. Exploratory regression analysis of mean building scale scores for math and language arts explained about 58% of the variation in such learning outcome measures. As expected, household poverty, holding all else constant, has very strong, negative effects on learning outcomes. A school building composed entirely of low income students will score about 240 scale points lower, about 1.24 standard deviations lower, than a school building without any low income students. A school building at the 90th percentile in terms of student misconduct and poverty rates, would have lower student test scores by about 1 to 1.28 standard deviations. Were a school administrator to reduce student misconduct rates from the 90th percentile to the 50th percentile, our regression coefficients predict learning gains on the order of (100-43) = 2/3 of a standard deviation in mean scale scores. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01