This study examined out-of-school suspensions (OSS) in a large, ethnically diverse school district using both quantitative and qualitative procedures. Pearson product moment correlations and semi-partial correlations were used to identify those school-level variables that showed the strongest relationships to the duplicated OSS rate among elementary schools (n ϭ 97) and secondary schools (n ϭ 45). Additionally, interviews were conducted with administrators and student support personnel from the 24 schools in the district with the highest suspension rates and 24 demographically matched schools with significantly lower suspension rates. The majority of these schools served a high percentage of children from low socioeconomic backgrounds. Although the correlational analyses indicated that student demographic variables (e.g., percentage of White students, percentage of Black students, percentage of students receiving free or reduced price lunch) were strongly related to a school's suspension rate, the school comparisons showed that not all schools serving a high percentage of children placed at risk have high suspension rates. Implications of the findings for school discipline reform are discussed.

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Terminating students from professional psychology programs presents a difficult ami sometimes painful experience for bath students and faculty.This article reviews legal decisions regarding student dismissals that are relevant for professional psychology programs and outlines a legally defensible procedure that considers student and faculty concerns.

Confirmatory factor analysis (CFA) was used to evaluate the factor structure of T. M. Achenbach's eight cross-informant syndrome scales of the Child Behavior Checklist (CBCIJ4-18) using data generated on a sample of 631 youngsters, ages 8 to 18 years (M= 14.02, SD = 2.39), who had been classified as having serious emotional disturbances. Results of the CFA (overall fit, pattern of factor loadings, and syndrome correlations) support Achenbach's eight-correlated-factor model and provide additional evidence of the construct validity of the scores obtained from the CBCV/4-18.

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