In-School Suspension Report

(a) This study examines out-of-school suspensions in the 9th grade and their effect on high school and post-secondary outcomes. This analyses also examines demographic disparities in school suspensions, their relationship to poverty and their contribution to high school graduation and post-secondary attainment gaps.

With a mission statement such as this, why would a school district continue to implement discipline to the students that harms the educational process? The answer is bureaucracy. School districts are a bureaucracy and they want to remain in power. Administrators, board members, and trustees stick together in hopes to preserve the bureaucracy. Regardless, out of school suspension is shown to be ineffective at remedying an insubordination student, used unfairly against minorities, and harmful to a student’s learning (Blomberg).

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

School data suggests that the decision to suspend or excel a student depends on several factors including prior history of the student, particulars of the situation, and the teacher’s ability to manager classroom behavior (Skiba, 2003). However observations of classroom behavior show that the majority of students removed from urban classrooms were not primarily due to dangerous or major infractions of disciplinary policies and usually they weren’t even the worst offenders.

Schools are more effective when students feel that they belong and can engage in the learning process. Schools are safer when teachers and administrators have strategies and training to prevent and manage conflicts and misbehavior. A policy to ensure that students are not unfairly at risk for suspension because of their race and have the equal educational opportunities to which they are entitled by federal law will prevent, recognize, and rectify the overuse and inequality of exclusionary discipline.

Schools should leave their old ways and get rid of school suspension because this makes the student feel as though there voice is being heard in the matter. Cindy attends Turner Falls High School , Cindy has gotten herself into trouble because two boys were making racist jokes therefore she felt threatened so she throws two lunch trays at them causing her to be in the restorative justice room.Cindy has the chance to explain her point of view to the teacher without feeling pressured or frightened.One might say that it would be more efficient if

The following discussion of practice and policy related issues found within the article puritan to a “qualitative” study “conducted in the Minneapolis/St. Paul, Minnesota metropolitan area from September 2009 to May 2012” (Gibson & Haight, 2013, p.264). The main objective of the study was to evaluate the “culturally nuanced” definitions and perceptions on out-of-school suspensions; In hopes of discovering new ways in which “schools and families can work together to decrease racial disparities in out-of-school suspensions” (Gibson & Haight, 2013, p. 263). Thirty participants were interviewed within their own homes through “in-depth, individual, and audiotaped interviews.” (Gibson & Haight, 2013, p. 263). In reviewing the study interviews, a few practice-related issues were discussed, concerning educators lack of understanding of cultural diversity among their students, as well as school personnel 's failure to fully listen to each individual 's concerns when addressing discipline issues.

Has your child ever been suspended? Ever been friends with a kid who has been supended? If so you most likely know, it has no good affect. Schools have been suspending students seemingly forever, and it makes sense. It’s simple, cheap, and easy, whereas lunch or after-school detention can be problematic and difficult, and alternative options require money the school simply does not want to spend. Although students will not be able to see their friends everyday, and may feel left out from school activities, suspension is an ineffective punishment because students see it as a vacation, it increases dropout rate, and it makes students more hostile, or problematic.

The data is definitive that black students are more likely than white students to experience school discipline and are even more likely to be subjected to arrest by school resource officers during their school careers. The data shows that 20% of all black male students receive an out-of-school suspension, while only 6% of white male students receive out-of-school suspensions (11). Faced with a disproportionately high number of suspensions and expulsions, when compared to white students, many more black students are falling behind in classes and missing valuable learning time. If it is unclear how important it is for students to develop adequate reading skills early on and how excluding students from school through suspensions and expulsions

Thousands of students each year worry about whether or not they will get into college and a suspension will most likely harm those chances. Suspension gets put on a student’s permanent disciplinary record and will follow him to every school he goes. Honors students can also become victims of strict zero-tolerance policies, even for minor infractions. A mark of bad conduct can easily mar a perfect GPA or test score. Everything a student has worked for can go to waste in the blink of an eye with a suspension slip. At the Sojourner Truth Academy in New Orleans, school officials suspended a group of teenage girls for singing too loudly in the cafeteria (Carr). The November 2011 incident left seniors wondering why they could not have received a lesser punishment like detention. Students are learning their lessons of misbehaving at too high a price. They gain an infamous record and lose valuable class time. Some schools do not allow suspended students to make up the work they missed, and students will go on without the grade and without learning the material. However, not all students view suspension as a bad thing, believing it to be a glorified extra school holiday. Children can slack off and grades begin to drop with more suspensions. If zero-tolerance policies are supposed to help and protect a student, then they are not working. These strict guidelines are not helping students be

Suspensions hurt children by lowering academic achievement as well as widening the racial achievement gap between African American students and their peers. This is a growing topic across the country. Schools suspend students at a large cost to society as a whole. Every time a student is suspended for non- violent infractions they are being denied a learning opportunity (Townsend, 2000). It is the duty of educators to ensure that this does not happen. Suspensions can lower self- esteem, cause students to lose interest in school and drop out, and prevent students from participating in school sports, or clubs and many other negative scenarios. The goal of this report is to open educators’ eyes about the negative effects of suspensions on school children. It is said that, “Out-of-school suspensions is one of the most widely used disciplinary practices in American schools, with more than 3.3 million students suspended each year (Lee, Cornell, Gregory, & Fan, 2011, p. 166).

First and foremost suspension kills a student's GPA and i know this from personal experience the average suspension time is five days if the student has seven classes, then that's thirty five assignments that cannot be turned in or made up the average student who is suspended sees their grades drop as much as 3 letter grades which

In one of the earliest investigations of school disciplinary practices, the Children’s Defense Fund (1975) found that suspension rates for African American students were between two and three times higher than those for White students. In an empirical study by Raffaele Mendez and Knoff (2003), it was revealed that African American children account for 17% of the student population, yet they made up approximately 33% of all suspensions.

Throughout the “Suspension Trends” findings the authors stated that although suspension rates have declined over the past couple of years, they are still a problem. Within the past years, districts like LASUD have attempted to end willful defiance suspensions because they believed to only provide academic loss for the students. Although suspensions declined from “709,580 to 503,101”, Losen found that black students (went from “33% to 25.6%) still held the highest suspension rates in comparison to their white peers (who went from 3.4% to 1.8%). Thus, this raised the question of whether or not there were deeper problems, such as “emotional disturbances” within their private lives that may be affecting their ability to perform well in their academic

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)