Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment

Autor/inn/en	Cornell, Dewey; Maeng, Jennifer; Huang, Francis; Shukla, Kathan; Konold, Timothy
Titel	Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment
Quelle	In: School Psychology Review, 47 (2018) 2, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Ethnicity; Racial Differences; School Psychology; School Psychologists; Risk Assessment; Prevention; Discipline; Discipline Policy; Educational Practices; Multiple Regression Analysis; School Safety; Functional Behavioral Assessment; Administrator Surveys; Principals; Case Records; Audits (Verification); Elementary Secondary Education; Statistical Analysis; Virginia + Suchen Sie Ihr Suchwort? Ethnizität; Rassenunterschied; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Risikoabschätzung; Prävention; Vorbeugung; Disziplin; Disziplinarmaßnahme; Bildungspraxis; Principal; Schulleiter; Case reports; Fallsammlung; Statistische Analyse
Abstract	School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes of a threat assessment generate the kind of racial disparities widely observed in school disciplinary practices. In 2013, Virginia became the first state to mandate threat assessment teams in all public schools. This study examined the disciplinary consequences for 1,836 students who received a threat assessment in 779 Virginia elementary, middle, and high schools during the 2014-2015 school year. Multilevel logistic regression models found no disparities among Black, Hispanic, and White students in out-of-school suspensions, school transfers, or legal actions. The most consistent predictors of disciplinary consequences were the student's possession of a weapon and the team classification of the threat as serious. We discuss possible explanations for the absence of racial/ethnic disparities in threat assessment outcomes and cautiously suggest that the threat assessment process may reflect a generalizable pathway for achieving parity in school discipline. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01