The Achievement Gap and the Discipline Gap

Gregory, Anne; Skiba, Russell J.; Noguera, Pedro A.

doi:10.3102/0013189x09357621

Cited by 1,013 publications

(706 citation statements)

References 65 publications

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“…Moreover, a Department of Education report based on statistics from 72,000 schools in 7,000 school districts across the country found that although African American students accounted for 35% of those suspended once and 39% of all expulsions, they made up only 18% of those enrolled (Gregory, Skiba, & Noguera, 2010;Koon, 2013). Restorative justice programs represent one increasingly popular movement intended to improve school climates, thereby reducing peer violence and aggression (Morrison, 2007).…”

Section: Daniel B Neillmentioning

confidence: 99%

Youth violence: What we know and what we need to know.

Bushman¹,

Newman²,

Calvert³

et al. 2016

American Psychologist

146

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School shootings tear the fabric of society. In the wake of a school shooting, parents, pediatricians, policymakers, politicians, and the public search for "the" cause of the shooting. But there is no single cause. The causes of school shootings are extremely complex. After the Sandy Hook Elementary School rampage shooting in Newtown, Connecticut, we wrote a report for the National Science Foundation on what is known and not known about youth violence. This article summarizes and updates that report. After distinguishing violent behavior from aggressive behavior, we describe the prevalence of gun violence in the United States and age-related risks for violence. We delineate important differences between violence in the context of rare rampage school shootings, and much more common urban street violence. Acts of violence are influenced by multiple factors, often acting together. We summarize evidence on some major risk factors and protective factors for youth violence, highlighting individual and contextual factors, which often interact. We consider new quantitative "data mining" procedures that can be used to predict youth violence perpetrated by groups and individuals, recognizing critical issues of privacy and ethical concerns that arise in the prediction of violence. We also discuss implications of the current evidence for reducing youth violence, and we offer suggestions for future research. We conclude by arguing that the prevention of youth violence should be a national priority.

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Section: Daniel B Neillmentioning

confidence: 99%

Youth violence: What we know and what we need to know.

Bushman¹,

Newman²,

Calvert³

et al. 2016

American Psychologist

146

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“…However, this study did not examine exclusionary sanctions like suspension, nor did it provide a comparison with a traditional school. While several studies have been conducted to compare academic achievement in Montessori and non-Montessori environments (Dohrmann et al, 2007;Lillard & ElseQuest, 2006;Lopata, Wallace, & Finn, 2005), there is a need for research on discipline outcomes in Montessori settings because discipline and achievement are inextricably linked (Gregory et al, 2010). Various studies have evaluated the academic benefits of Montessori for students of color (Ansari & Winsler, 2014;Lopata et al, 2005;Rodriguez, Irby, Brown, Lara-Alecio, & Galloway, 2005), but none have examined discipline for students of color in Montessori schools.…”

Section: Montessori Behavior and Disciplinementioning

confidence: 99%

“…Indeed, racially disparate use of exclusionary discipline, like suspension and expulsion, does result in unequal opportunities to learn. Gregory, Skiba, and Noguera (2010) even refer to the achievement gap and the "discipline gap" as "two sides of the same coin" (p. 59). Though some scholars have begun to advocate for alternatives to suspension, such as restorative justice (Gonzalez, 2015) or PBIS (Vincent et al, 2015), out-of-school suspension remains a widespread school response to student misbehavior.…”

Section: Negative Effects Of Out-of-school Suspensionmentioning

confidence: 99%

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Brown

Steele

2015

JoMR

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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“…Although the research cited above occurred many years ago, the storyline in the empirical literature remains relatively consistent: students of color and those from lower socioeconomic backgrounds still disproportionately receive harsher exclusionary practices (see, for instance, Gregory, Skiba, & Noguera, 2010;Lewis, Butler, Bonner, Fred, & Joubert, 2010;Skiba et al, 2011). Why are students of color and those from lower socioeconomic backgrounds punished more severely and frequently?…”

mentioning

confidence: 99%