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The relationship between school char...

Christle, Christine Ann.

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The relationship between school characteristics and suspension rates in Kentucky middle schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between school characteristics and suspension rates in Kentucky middle schools./
Author:	Christle, Christine Ann.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.
Contained By:	Dissertation Abstracts International64-02A.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3082691
ISBN:	0496305414

The relationship between school characteristics and suspension rates in Kentucky middle schools.
Christle, Christine Ann.

The relationship between school characteristics and suspension rates in Kentucky middle schools. - 132 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.

Thesis (Ed.D.)--University of Kentucky, 2003.

While state and federal initiatives have focused on reducing the use of school suspension, reported rates continue to rise. In examining variables that account for differential rates of suspension, many researchers have focused on student behaviors that result in suspension and the personal characteristics of suspended students, such as gender, socioeconomic status, ethnicity, and academic competence. Although these are important variables, it has been suggested that school variables may offer better explanations. The present study examined suspension rates in Kentucky middle schools (N =161), using both quantitative and qualitative procedures. Pearson product moment correlation coefficients were computed to identify those school-level variables that showed strong relationships to suspension rate. A sample of 20 schools with the highest suspension rates was compared to a sample of 20 schools with the lowest suspension rates using a multivariate analysis of variance (MANOVA). In addition, four schools from each group were selected as case examples for closer examination. Information gathered from administrator surveys, staff interviews, and on-site observations provided detailed descriptions of the characteristics of schools with high and low suspension rates. The findings of this study demonstrated that a number of school variables are differentially related to suspension rates. Implications of these findings for school discipline reform are discussed.

ISBN: 0496305414Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

The relationship between school characteristics and suspension rates in Kentucky middle schools.
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245 1 4 $a The relationship between school characteristics and suspension rates in Kentucky middle schools.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0406.
500 $a Director: C. Michael Nelson.
502 $a Thesis (Ed.D.)--University of Kentucky, 2003.
520 $a While state and federal initiatives have focused on reducing the use of school suspension, reported rates continue to rise. In examining variables that account for differential rates of suspension, many researchers have focused on student behaviors that result in suspension and the personal characteristics of suspended students, such as gender, socioeconomic status, ethnicity, and academic competence. Although these are important variables, it has been suggested that school variables may offer better explanations. The present study examined suspension rates in Kentucky middle schools (N =161), using both quantitative and qualitative procedures. Pearson product moment correlation coefficients were computed to identify those school-level variables that showed strong relationships to suspension rate. A sample of 20 schools with the highest suspension rates was compared to a sample of 20 schools with the lowest suspension rates using a multivariate analysis of variance (MANOVA). In addition, four schools from each group were selected as case examples for closer examination. Information gathered from administrator surveys, staff interviews, and on-site observations provided detailed descriptions of the characteristics of schools with high and low suspension rates. The findings of this study demonstrated that a number of school variables are differentially related to suspension rates. Implications of these findings for school discipline reform are discussed.
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650 4 $a Education, Secondary. $3 539262
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