Discipline Practices In Chicago Schools
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| Author | : W. David Stevens |
| Publisher | : Consortium on Chicago School Research |
| Total Pages | : 52 |
| Release | : 2015-02-16 |
| Genre | : |
| ISBN | : 9780990956310 |
W. DAVID STEVENS is Director for Research Engagement at UChicago CCSR. He received his PhD in sociology from Northwestern University. LAUREN SARTAIN is a research analyst at UChicago CCSR. She has a BA from the University of Texas at Austin and a MPP from the Irving B. Harris School of Public Policy at the University of Chicago, where she is currently a doctoral student. ELAINE ALLENSWORTH is the Executive Director of UChicago CCSR. She conducts research on factors affecting school improvement and students' educational attainment, including high school graduation, college readiness, curriculum and instruction, and school organization and leadership. RACHEL LEVENSTEIN is the Senior Manager for Survey Research at UChicago CCSR, where she oversees the annual census of roughly 225,000 Chicago Public Schools students, teachers, and principals. She directs all aspects of the survey process, including content design and pretesting, data collection, documentation, item analysis, and tests for response bias. She is also involved in reporting and dissemination of the results to the nearly 700 schools in CPS. Her research specialties include nonresponse and measurement error issues in survey data collection. The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Created in 1990, UChicago CCSR conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. UChicago CCSR studies also have informed broader national movements in public education. UChicago CCSR encourages the use of research in policy action and improvement of practice but does not argue for particular policies or programs. Rather, UChicago CCSR helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.
| Author | : Lauren Sartain |
| Publisher | : Consortium on Chicago School Research |
| Total Pages | : 74 |
| Release | : 2015-08-18 |
| Genre | : |
| ISBN | : 9780990956358 |
Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
| Author | : Lauren Sartain |
| Publisher | : Consortium on Chicago School Research |
| Total Pages | : 74 |
| Release | : 2015-08-18 |
| Genre | : |
| ISBN | : 9780990956358 |
Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
| Author | : John A. Williams III |
| Publisher | : IAP |
| Total Pages | : 145 |
| Release | : 2022-01-01 |
| Genre | : Education |
| ISBN | : 1648026494 |
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar’s affinity to that student group or practitioner’s affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.
| Author | : Campbell F. Scribner |
| Publisher | : University of Chicago Press |
| Total Pages | : 166 |
| Release | : 2021-05-11 |
| Genre | : History |
| ISBN | : 022678584X |
Spare the Rodtraces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be. In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.
| Author | : Richard Arum |
| Publisher | : Harvard University Press |
| Total Pages | : 336 |
| Release | : 2009-07-01 |
| Genre | : Education |
| ISBN | : 0674262891 |
Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested. Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support.
| Author | : Felipe Ignacio Agudelo Acevedo |
| Publisher | : |
| Total Pages | : 92 |
| Release | : 2016 |
| Genre | : African American high school students |
| ISBN | : |
Exclusionary discipline in schools has been proven to develop negative consequences in the life of students who are exposed to this kind of punishment in schools. Research in this area has shown that Out of School Suspensions (OSS) more frequently affect Black male students. During this research I argue that OSS are not necessarily caused by the race of the student but by some other factors that make some predominantly Black high schools more likely to use OSS than others. A question to be answered in the area of school discipline is related to what contributes to the odds that schools with similar demographics do not have similar out of school suspension rates. The present research asked about the risks that could predict the odds that a predominantly Black high school may have an out of school suspension rate higher or lower than the state of Illinois or higher than the average within the sample. It basically focuses on the discipline gap among predominantly Black high schools in Chicago. For the purpose of this research race was not considered as a variable, it was only used as an inclusion factor of the sample. This research was conducted from a social ecological model with a population of 30 predominantly Black high schools in Chicago. It investigated the contribution of three groups of independent variables in predicting out of school suspension rates. For the purpose of this research, a quantitative approach was developed using Chi-square and logistic regression methods for data analysis. This research found that the variable called percentage of students with disabilities was found to be statistically significant when predicting the odds that a school will suspend above the average out of school suspension rate within the sample. This research contributed to the understanding of a new approach of out of school suspensions within predominantly Black high schools and the importance of schools in the disciplinary actions considered for students with disabilities.
| Author | : Andrew Abbott |
| Publisher | : University of Chicago Press |
| Total Pages | : 262 |
| Release | : 2017-05-19 |
| Genre | : Social Science |
| ISBN | : 022622273X |
In this detailed history of the Chicago School of Sociology, Andrew Abbott investigates central topics in the emergence of modern scholarship, paying special attention to "schools of science" and how such schools reproduce themselves over time. What are the preconditions from which schools arise? Do they exist as rigid rules or as flexible structures? How do they emerge from the day-to-day activities of academic life such as editing journals and writing papers? Abbott analyzes the shifts in social scientific inquiry and discloses the intellectual rivalry and faculty politics that characterized different stages of the Chicago School. Along the way, he traces the rich history of the discipline's main journal, the American Journal of Sociology. Embedded in this analysis of the school and its practices is a broader theoretical argument, which Abbott uses to redefine social objects as a sequence of interconnected events rather than as fixed entities. Abbott's theories grow directly out of the Chicago School's insistence that social life be located in time and place, a tradition that has been at the heart of the school since its founding one hundred years ago.
| Author | : Daniel J. Losen |
| Publisher | : Teachers College Press |
| Total Pages | : 286 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0807773492 |
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
| Author | : |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 1973 |
| Genre | : |
| ISBN | : |
