A statewide analysis of school discipline policies and suspension practices
A statewide analysis of school discipline policies and suspension practices
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DOI：
10.1080/1045988x.2019.1678010
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发表时间：
2020-01-01
影响因子：
0.9
通讯作者：
Krezmien, Michael P.
中科院分区：
文献类型：
--
作者：
Camacho, Kristine A.;Krezmien, Michael P.
大多数关于停课做法的研究都集中在学生个人层面的因素及其与停课做法的关系上。大量研究将种族和/或残疾状况作为停赛的预测因素（Camacho & Krezmien，2018; Krezmien，Travers，& Camacho，2017; Sullivan，Klingbeil，&货车Norman，2013; Vincent，Sprague，& Tobin，2012; Wright，Morgan，Coyne，Beaver，&巴恩斯，2014）。他们一直发现，与白色学生和无残疾学生相比，非洲裔美国学生和残疾学生更有可能被停学。很少有研究关注与不成比例的停学做法相关的学校因素。这些研究发现，中学停学的学生比小学多（Butler，刘易斯，摩尔，& Scott，2012; Camacho & Krezmien，2018）。学业成绩较低的学校（Camacho & Krezmien，2018; Skiba et al，2014），保留率较高的学校（Christie，纳尔逊，& Jolivette，2004），以及高素质教师（Camacho & Krezmien，2018; Losen，Simmons，Staudinger-Poioni，Rausch，& Skiba，2003）的停学率较低。黑人学生比例较高的学校（Skiba等人，2014年），辍学率较高的学校（Christie等人，2004年），以及更高的流动率（Camacho & Krezmien，2018年; Hemphill，Plenty，Herrenkohl，Toumbourou和Catalano，2014年）使学生面临更高的停学风险。尽管有这些一致的发现，但对学校纪律政策的研究相对较少（Fenning等人，2008）和学校纪律政策和纪律结果之间的关系。
The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan, Klingbeil, & Van Norman, 2013; Vincent, Sprague, & Tobin, 2012; Wright, Morgan, Coyne, Beaver, & Barnes, 2014). They have consistently found that African American students and students with disabilities are more likely to be suspended from school compared to White students and students without disabilities. Fewer studies have focused on school-level factors that are associated with disproportionate suspension practices. These studies have found that secondary schools suspend more students than elementary schools (Butler, Lewis, Moore, & Scott, 2012; Camacho & Krezmien, 2018). Schools with lower academic achievement (Camacho & Krezmien, 2018; Skiba et al, 2014), higher retention rates (Christie, Nelson, & Jolivette, 2004), and more highly qualified teachers (Camacho & Krezmien, 2018; Losen, Simmons, Staudinger-Poioni, Rausch, & Skiba, 2003) had lower suspension rates. Schools with higher percentages of Black students (Skiba et al, 2014), higher dropout rates (Christie et al., 2004), and higher mobility rates (Camacho & Krezmien, 2018; Hemphill, Plenty, Herrenkohl, Toumbourou, & Catalano, 2014) placed students at higher risk for suspension. Despite these consistent findings, there has been relatively little research examining school discipline policies (Fenning et al., 2008) and the relationship between school discipline policies and discipline outcomes.