Literaturnachweis - Detailanzeige
Autor/inn/en | Chu, Elizabeth M.; Ready, Douglas D. |
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Titel | Exclusion and Urban Public High Schools: Short- and Long-Term Consequences of School Suspensions |
Quelle | In: American Journal of Education, 124 (2018) 4, S.479-509 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0195-6744 |
Schlagwörter | Urban Schools; Public Schools; High School Students; Suspension; Expulsion; Quasiexperimental Design; Longitudinal Studies; Correlation; Attendance Patterns; Student Characteristics; Standardized Tests; Scores; At Risk Students; Dropouts; High School Graduates; Males; African American Students; Low Achievement; Special Education; New York (New York) Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Relegation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Standadised tests; Standardisierter Test; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Graduate; Graduates; Absolvent; Absolventin; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Unterdurchschnittliche Leistung; Special needs education; Sonderpädagogik; Sonderschulwesen |
Abstract | Critics of school disciplinary policies have long noted that African American, male, low-achieving, and special education students experience higher rates of school suspensions and expulsions. However, research that seeks to estimate the effects of suspensions on student outcomes rarely accounts for the preexisting differences that distinguish students who are and are not suspended. Using quasi-experimental methods and longitudinal data from New York City, we estimated the associations between suspension and academic outcomes and found that, even with more sophisticated methods, the negative relationships between suspension and outcomes persist. Specifically, we found that suspended students had weaker attendance, course completion rates, and standardized test scores; were more likely to drop out; and were less likely to graduate within 4, 5, or 6 years. (As Provided). |
Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |