The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis

Autor/inn/en	Andrew, Megan; Blake, Mary Kate
Titel	The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis
Quelle	In: Youth & Society, 55 (2023) 2, S.238-258 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrew, Megan) ORCID (Blake, Mary Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X211042643
Schlagwörter	Discipline; Elementary Secondary Education; High School Graduates; Dropouts; High School Equivalency Programs; Suspension; Expulsion; Risk; Racism; Gender Bias; Individual Characteristics; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Disziplin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausschluss; Schulausschluss; Relegation; Risiko; Rassismus; Geschlechterstereotyp; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	In this analysis, we consider how a potentially important triggering event in the life course--exclusionary school discipline--may affect students' high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01