Multilevel evaluation of factors predicting school exclusion among middle and high school students

To educate or to incarcerate: Factors in disproportionality in school discipline

“…Skiba et al, 2002). We also lacked data on school level factors (e.g., suspension rate, weak and inconsistent adult leadership, school racial composition; Christle, Jolivette, & Nelson, 2005; Flannery, 1997; Krezmien, 2007; Theriot, Craun, & Dupper, 2010; Welch & Payne, 2010; Wu et al, 1982), as well as staff attitudes and behavior, which could affect school discipline (Skiba et al, 2014). The survey also did not ask about disability, and prior research has found disproportionality in suspension/expulsion is related to this (U.S. Department of Education, 2014; Vincent, Sprague, & Tobin, 2012).…”

Both Suspension and Alternatives Work, Depending on One's Aim

“…For some students suspension had the opposite effect, increasing the probability of future truancies. In another recent study of suspension, which included almost 10,000 middle and high school students, Theriot, Craun, and Dupper (2010) found that 44.3% were suspended at least once during the school year: 22.6% only once, 17.1% two to five times, and 4.5% more than five times. Thus, 78.3% were either never suspended or suspended only once.…”

Exploring the relation between school pushout and future outlook for black youth.

“…Risk factors for school pushout have historically included: (a) special education status, (b) male gender identification, (c) low socioeconomic status, and (d) students of color, and more recently (e) youth identifying as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ; Nelson, 2014;Theriot, Craun, & Dupper, 2010). A robust body of literature supports findings that excessive school suspensions of students of color are directly tied to dropout rates, as students who are suspended are more likely to exhibit poor academic performance (Ali & Dufresne, 2008;Skiba & Rausch, 2006) and ultimately, drop out of school (Heitzeg, 2014;Losen & Skiba, 2010).…”

“…39! characteristics (APA, 2008;Theriot et al, 2010). Factors regarding school learning climate and teacher-student relationship have been most widely studied (Hughes & Kwok, 2007;Khalifa, Gooden, & Davis, 2016;Skiba, Michael, Nardo, & Peterson, 2002).…”

“…The research foci of school pushout of Black youth have also changed with time. Traditionally, the examination of school pushout of Black males and females focused on risk factors at the individual level (i.e., examination of student behavior at the microsystem level), but recently the impetus has shifted to investigate protective factors and system-level risk factors (i.e., examination of school climate at the microsystem level; American Psychological Association [APA], 2008;Theriot, Craun, & Dupper, 2010). System-level school pushout research includes a focus on school variables that contribute to the disparate implementation and enactment of discipline policies (e.g., zero tolerance policies; Church et al, 2012;.…”