Students with Disabilities and Suspension Rates: A Cautionary Tale for School Districts

Autor/inn/en	Forman, Kenneth; Markson, Craig
Titel	Students with Disabilities and Suspension Rates: A Cautionary Tale for School Districts
Quelle	In: Journal for Leadership and Instruction, 21 (2022) 1, S.20-24 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Students with Disabilities; Suspension; Elementary Secondary Education; Attendance; English Language Learners; Poverty; Predictor Variables; New York + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausschluss; Schulausschluss; Anwesenheit; Armut; Prädiktor
Abstract	The purpose of this study was to examine the relationships among K-12 student attendance rates, English language learners, poverty, suspension rates, and students with disabilities. The setting of this study was 94 school districts from New York State's Nassau and Suffolk counties, a suburban region adjacent to New York City. The results of this study showed that suspension rates had statistically significant and positive correlations with students with disabilities, accounting for 68.89 percent of the variance. As students with disabilities populations increased so did suspension rates by school district. If the results of this study remain consistent with future studies, school district leaders should develop strategies linked with diversity, equity, and inclusion as well as restorative justice practices or other alternatives to suspension to ensure that their students with disabilities, who require additional resources from K-12 school stakeholders to succeed, are not being disproportionately suspended from schools. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01