‘But what do the statistics say?’ An overview of permanent school exclusions in England
‘But what do the statistics say?’ An overview of permanent school exclusions in England
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“但是统计数据表明了什么？”英格兰永久学校排除的概述
DOI：
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
A. Black
中科院分区：
文献类型：
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作者：
A. Black
摘要本文探讨并提出了各种统计资料，有关永久学校排斥在英格兰。公开提供的国家数据，如英格兰的永久和定期排斥情况（教育部，2021年a），用于确定模式，从而提供英格兰永久排斥儿童和青年人口的数量、概况和特点（考虑到性别、种族等变量）的概况。这篇文章并不试图解释这些趋势，而是将其作为英格兰永久排斥的“我们在哪里”的画面。重要的是要有这样一个概述，以便在英国教育系统的背景下，并查看政策的影响，通过学生人数和比例证明与排斥有关的做法。分析强调了被永久排斥的学生的不确定性和特征问题，并揭示了被排斥学生的“统计不足”。讨论探讨了围绕非正规性的问题，将这些问题与更广泛的教育问题联系起来。就如何准确地说明所有被永久排除在外或“被开除”的儿童和青年人提出了建议。
ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.
学校自治和有特殊需要的儿童的教育包容：来自英格兰的证据
影响因子：
2.3
作者：
Liu Y
通讯作者：
Liu Y