Discipline Referrals in an Urban Middle School

The authors systematically review the available research on administrative discipline contacts to (a) identify the domain variables (e.g., gender, ethnicity) that influence the use of administrative discipline contacts, (b) identify participant classification variables (e.g., antisocial) related to administrative discipline contacts, and (c) determine the validity of administrative discipline contacts. They drew from 20 independent samples published in 23 articles. A wide range of school (e.g., grade level, size) and student (e.g., achievement, abilities, socioeconomic status, ethnicity) domain variables appear to influence the use of administrative discipline contacts, whereas administrator/teacher (e.g., ethnicity, gender) and family (e.g., parenting style, education levels of parents) variables have less influence. Four participant classification variables appear to be related to administrative discipline contacts: participation in athletics; child neglect; antisocial behavior; and anecdotal suspension report. The concurrent and predictive validity of administrative discipline contacts appears to be relatively limited. The findings and future research needs are discussed.

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Victimization and Safety in Schools Serving Early Adolescents

Anderman

Kimweli

1997

The Journal of Early Adolescence

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Hierarchical linear modeling techniques were used to examine the relations between school-level variables and victimization, behavior, and perceptions of school safety using a nationally representative sample of 8th-graders from the National Education Longitudinal Study. The results indicated that victimization, getting into trouble for bad behavior, and perceptions of school as unsafe were more characteristic of schools with 6th- through 8th-grade or 7th- through 9th-grade configurations than in kindergarten through 8th-grade or kindergarten through 12th-grade schools. After controlling for school-level variables, ethnicity and socioeconomic status did not emerge as strong predictors. Females were less likely to report being victimized or getting into trouble for bad behavior than were males. The results also indicated that schools with kindergarten through 8th-grade and kindergarten through 12th-grade configurations reported dealing with repeated occurrences of bad behavior and with serious behavioral infractions more harshly than did other types of schools.

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Discipline Referrals in an Urban Middle School

Cited by 4 publications

References 14 publications

Disciplinary Interventions and Regulations in US Kindergarten Thru 12th Grade Public School Education System

Disciplinary Interventions and Regulations in US Kindergarten Thru 12th Grade Public School Education System

Administrative Discipline Contacts: A Review of the Literature

Victimization and Safety in Schools Serving Early Adolescents

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