Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes

Autor/inn/en	Sorensen, Lucy C.; Bushway, Shawn D.; Gifford, Elizabeth J.
Titel	Getting Tough? The Effects of Discretionary Principal Discipline on Student Outcomes
Quelle	In: Education Finance and Policy, 17 (2022) 2, S.255-284 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Discipline; Juvenile Justice; Middle School Students; Crime; Decision Making; Principals; Behavior Problems; Student Behavior; Attendance; Achievement Tests; Scores; Graduation Rate; Discipline Policy; Suspension; Expulsion; North Carolina + Suchen Sie Ihr Suchwort? Disziplin; Jugendgerichtshilfe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Crimes; Delict; Delicts; Delikt; Decision-making; Entscheidungsfindung; Principal; Schulleiter; Student behaviour; Schülerverhalten; Anwesenheit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Disziplinarmaßnahme; Ausschluss; Schulausschluss; Relegation
Abstract	Nationwide, school principals are given wide discretion to use disciplinary tools like suspension and expulsion to create a safe learning environment. There is legitimate concern that this power can have negative consequences, particularly for the students who are excluded. This study uses linked disciplinary, education, and criminal justice records from 2008 to 2016 in North Carolina to examine the impact of principal-driven disciplinary decisions on middle school student outcomes. We find that when principals are more likely to remove students, this leads to reductions in reported rates of minor student misconduct. However, this deterrence comes at a high cost--these harsher principals generate more juvenile justice complaints and reduce high school graduation rates for all students in their schools. Students who commit minor disciplinary infractions in a school with a harsh principal suffer additional declines in attendance and test scores. Finally, principals exhibiting racial bias in their disciplinary decisions also widen educational gaps between white and black students. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01