" a research synthesis report of the Connected Learning Research Network " -- Page de titre.

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Connected Learning: An Agenda for Research and Design

In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status at the individual level; and, at the school level, mean school achievement, percentage Black enrollment, and principal perspectives all contributed to the probability of out-of-school suspension or expulsion. For racial disparities, however, school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. Such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions.

Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion

/pdf/the-2017-national-school-climate-survey-the-experiences-of-3k9xm6l4g6.pdf

The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools.

The term and construct “school-to-prison” pipeline has been widely used by advocates, researchers, and policymakers to describe the relationship between school disciplinary practices and increased risk of juvenile justice contact. It has been unclear whether the construct is a useful heuristic or a descriptor of empirically validated relationships that establish school disciplinary practices as a risk factor for negative developmental outcomes, including juvenile justice involvement. In this article, we examine the literature surrounding one facet of the pipeline, school exclusion as a disciplinary option, and propose a model for tracing possible pathways of effect from school suspension and expulsion to the ultimate contact point of juvenile justice involvement. Available multivariate analyses suggest that regardless of demographic, achievement, or system status, out-of-school suspension and expulsion are in and of themselves risk factors for a range of negative developmental outcomes. Recommendations ar...

More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline

Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scho...

https://www.tandfonline.com/doi/pdf/10.1080/13613324.2016.1248837

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

Several aspects of the study make it groundbreaking. First, the research team did not rely on a sample of students, but instead examined individual school records and school campus data pertaining to all seventh-grade public school students in Texas in 2000, 2001, and 2002. Second, the analysis of each grade’s student records covered at least a six-year period, creating a statewide longitudinal study. Third, access to the state juvenile justice database allowed the researchers to learn about the school disciplinary history of youth who had juvenile records. Fourth, the study group size and rich datasets from the education and juvenile justice systems made it possible to conduct multivariate analyses. Using this approach, the researchers could control for more than 80 variables, effectively isolating the impact that independent factors had on the likelihood of a student’s being suspended and expelled, and on the relationship between these disciplinary actions and a student’s academic performance or juvenile justice involvement.

Michael D. Thompson

Papers

Breaking Schools' Rules: A Statewide Study on How School Discipline Relates to Students' Success and Juvenile Justice Involvement