Introduction
The school to prison pipeline and zero-tolerance policies are a nationwide epidemic that is affecting our students beginning in their primary years of education, such as preschool through their post secondary education, or even post graduate level. Through zero-tolerance policies both students and educators are becoming victims to this social construct. Yes, there are plenty of questions to be asked of the students because they are essentially our future, yet a major component that seems to be missing are the educators’ response to disparities as a teacher in the system. Like students, educators were once student's and a percentage must have struggled with the system as students. Asking questions to educators like those asked
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Did different groups of students experience higher suspension rates? 2. Which variables best predict the number of sixth-grade suspensions for white students and black students examined separately by racial/ ethnic group? 3. To what degree does the number of suspensions experienced by an individual sixth grader relate to each school achievement variable, and do these relationships vary according to students’ race or ethnicity?” These questions are typically constructed in this subject matter because these are the control variables researchers seek. Questions are not limited to these three, but these questions create a baseline to the subject. Due to the high number of students in urban communities, researchers find that categorizing and using counting data is effective when illustrating the …show more content…
In this year long study, “there were over 4000 schools in the United States at varying stages of SWIS adoption,” further on there were three important factors, “(a) the type of problem behavior leading to the referral; (b) the time of day, location, referring adult, and others present during the event; (c) the presumed maintaining consequence (e.g., access to attention, escape from work, response to taunting from peers); and (d) the primary administrative decision (e.g., conversation, detention, loss of privilege, parent report, suspension) resulting from the referral” (Skiba 2011). Losen, Skiba again discuss, “Concerns about high suspension rates should be treated with the same level of concern often expressed for low test scores, poor attendance, and high dropout rates.” Their use of data from the U.S. Department of Education allotted a lot of current information, “The survey is more commonly referred to as the Civil Rights Data Collection (CRDC). The CRDC is conducted biennially in every state, and includes school-level data on out-of-school suspensions from approximately one-third of the nation’s school districts. The survey instrument also collects racial and gender enrollment data” (Losen, Skiba 2010). Being that the data CRDC is up to date every other year, this is useful information on what to focus on with further
Did different groups of students experience higher suspension rates? 2. Which variables best predict the number of sixth-grade suspensions for white students and black students examined separately by racial/ ethnic group? 3. To what degree does the number of suspensions experienced by an individual sixth grader relate to each school achievement variable, and do these relationships vary according to students’ race or ethnicity?” These questions are typically constructed in this subject matter because these are the control variables researchers seek. Questions are not limited to these three, but these questions create a baseline to the subject. Due to the high number of students in urban communities, researchers find that categorizing and using counting data is effective when illustrating the …show more content…
In this year long study, “there were over 4000 schools in the United States at varying stages of SWIS adoption,” further on there were three important factors, “(a) the type of problem behavior leading to the referral; (b) the time of day, location, referring adult, and others present during the event; (c) the presumed maintaining consequence (e.g., access to attention, escape from work, response to taunting from peers); and (d) the primary administrative decision (e.g., conversation, detention, loss of privilege, parent report, suspension) resulting from the referral” (Skiba 2011). Losen, Skiba again discuss, “Concerns about high suspension rates should be treated with the same level of concern often expressed for low test scores, poor attendance, and high dropout rates.” Their use of data from the U.S. Department of Education allotted a lot of current information, “The survey is more commonly referred to as the Civil Rights Data Collection (CRDC). The CRDC is conducted biennially in every state, and includes school-level data on out-of-school suspensions from approximately one-third of the nation’s school districts. The survey instrument also collects racial and gender enrollment data” (Losen, Skiba 2010). Being that the data CRDC is up to date every other year, this is useful information on what to focus on with further