Suspending Chicagos Students
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| 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 | : 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 | : American Friends Service Committee. Midwest Regional Office |
| Publisher | : |
| Total Pages | : 15 |
| Release | : 1976 |
| Genre | : Public schools |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 1973 |
| Genre | : |
| ISBN | : |
| 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 | : Molly F. Gordon |
| Publisher | : Consortium on Chicago School Research |
| Total Pages | : 88 |
| Release | : 2018-05-22 |
| Genre | : |
| ISBN | : 9780997507393 |
This study is the first large-scale, mixed methods study of the closing of 47 Chicago elementary schools at the end of the 2012-13 school year. The study used qualitative interviews to understand how students and staff in closed and welcoming schools experienced the closings process, and administrative data to examine the short-and long-term effects of the closings on students' mobility, absences, suspension rates, core GPA, and test scores in both the closed and welcoming schools. This research builds on a prior Consortium study from 2015 that looked at where students from closed schools enrolled and why. In 2013, citing a one-billion-dollar budget deficit, underutilized buildings, and declining enrollment, the Chicago Board of Education voted to close 47 elementary schools and one high school program at an elementary school, and to phase out two more elementary programs the following year. The closings were described as an opportunity to move students to higher-rated schools. Forty-eight schools were named welcoming schools. Fourteen welcoming schools moved into the building of a closed school. On average, students from closed schools made up about 32 percent of the student population in welcoming schools during the year of the merger.
| 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 | : Washington Research Project. Children's Defense Fund |
| Publisher | : Children's Defense Fund |
| Total Pages | : 290 |
| Release | : 1975 |
| Genre | : Education |
| ISBN | : |
| Author | : Micah Uetricht |
| Publisher | : Verso Books |
| Total Pages | : 145 |
| Release | : 2014-03-11 |
| Genre | : Political Science |
| ISBN | : 1781683255 |
The Chicago Teachers Union strike was the most important domestic labor struggle so far this century—and perhaps for the last forty years—and the strongest challenge to the conservative agenda for restructuring education, which advocates for more charter schools and tying teacher salaries to standardized testing, among other changes. In 2012, Chicago teachers built a grassroots movement through education and engagement of an entire union membership, taking militant action in the face of enormous structural barriers and a hostile Democratic Party leadership. The teachers won massive concessions from the city and have become a new model for school reform led by teachers themselves, rather than by billionaires. Strike for America is the story of this movement, and how it has become the defining struggle for the labor movement today.
