Thesis (M. Ed.)--Lancaster Bible College, 2004. / Includes bibliographical references (leaves 66-70).

Thesis (M. Ed.)--Lancaster Bible College, 2004. / Includes bibliographical references (leaves 66-70).

The literature is inundated with data on 1) academic achievement, 2) family relations, 3) peer relations, and 4) general self-concept in relation to other areas. The purpose of the present study was to examine the relationship between the same variables and the frequency of school suspensions. Raw scores, including full scale and subscale scores, on the Coopersmith Self-Esteem Inventory (SEI) and the Parent Perception Inventory (PPI) were used as the basis for comparing three suspension groups: 1) nonsuspendees (N=14), 2) one-time suspendees (N=l7), and 3) three (or more) time suspendees (N=15), Iess descriptive data were gathered in the areas of 1) sex, age, and family characteristics, 2) academic status, 3) school discipline history, and 4) family mobility. A one-way analysis of variance was applied to the data to determine if there were significant differences among group mean scores. The Scheffe test was applied to determine where differences occurred between specific groups. Three-time suspendees reported significantly lower mean scores than nonsuspendees on the overall SEI and subscale"general self" of the SEI. Three-time suspendees reported significantly lower mean scores than nonsuspendees on 1) the overall PPI, 2) PPI subscale"school--achievement," 3) PPI subscale"family relations," and 4) PPI subscale"general self," Three-time suspendees also reported significantly lower scores than one-time suspendees on PPI subscale"school--achievement." In terms of descriptive data, noteworthy findings were that 1) three-time suspendees reported higher frequencies of"friends suspended during the school year" and"suspensions in prior years" than the other two groups and 2) nonsuspendees reported more placements in higher level mathematics and English classes. / Doctor of Education

This study was conducted to serve as a basis for the making of administrative and policy decisions regarding student suspension. Selected personal, academic, and socio-economic characteristics of the 3,472 secondary students suspended by the Fairfax County (Virginia) Public Schools during 1976-77 were analyzed. In addition, selected organizational and demographic features were examined as they related to reasons for types, lengths, and incidence of the 5,504 suspensions administered. Data were obtained from school suspension reports, records, census, and property assessment information. An ex-post-facto, descriptive research design, including analysis of covariance, two-way analysis of variance, and the chi-square, was employed to determine the extent of relationships among variables selected. It was found that length of suspension varied significantly with reason and type. In-school suspensions were shorter than out-of-school suspensions. Unauthorized absenteeism was the most frequent suspendable offense. Significantly more suspensions than expected were reported per thousand students for all reasons at high minority enrollment and high student mobility rate schools. More students per thousand than expected were suspended longer and more often by these same schools as well as sub-school administrative organizations and small size schools. In-school suspension was used more often than expected by open plant design, medium size, and high student mobility rate schools, while out-of-school suspension was employed more often than expected by sub-school administrative organizations, small size, high student mobility rate, and high minority enrollment schools. Analysis of a random sample of 377 suspendees revealed that reasons for, lengths, incidence of suspension, and ethnic group of suspendees varied significantly with days absent. Those students suspended for attendance problems (unauthorized absence) were absent, on the average, more often than those suspended for any other reason while those suspended for drinking/drug offenses averaged fewer days absent. Average days absent ranged from 23.25 for students excluded one day to 32.90 for those suspended five days. In addition, students suspended more than one time were absent, on the average, more often than one-time suspendees. Black suspended students were absent an average of nearly six days more than white and other suspendees. Average days absent were greater for black suspendees than for whites and others. Standard achievement scores of suspendees varied significantly with reasons for, types, and incidence of suspension, in addition to grade level, sex, and ethnic group. The average standard achievement score for those students suspended for disruptive behavior was lower than the average score of those suspended for any other reason, while higher average achievement scores were attained by those excluded for drinking/drug offenses and insubordination. In-school suspendees’ average achievement score was nearly seventeen points higher than that of the out-of-school suspendees. One-time suspendees attained an average achievement score higher than the average scores for those excluded more than once. After adjustment for maturation, achievement scores of suspendees increased with grade level. The highest incidence of suspension was at the eighth and ninth grade levels. Average achievement scores for male suspendees were lower than for females. Female scores increased when adjusted for the effects of grade level, ethnic group, grade-point average, and parent(s)’ educational attainment level(s). Black suspendees’ average achievement scores were lower than whites and others. Recidivism was significantly higher than expected per thousand students for ninth/tenth grade, male, and black student suspensions. The repeat suspension rate for males was more than twice that for females; the rate for blacks was nearly five times the rate for whites and others. Recidivous suspensions for attendance offenses and insubordination were significantly greater than expected. Neither in-school nor out-of-school repeat suspension rates were significantly greater than one-time suspension rates. / Ed. D.

Research suggests that suspensions are detrimental to students' socio-emotional and academic development and to the likelihood that they graduate from high school. This literature often describes the types of students who are suspended or the relationships between suspension and student outcomes, either through qualitative methods or quantitative methods that fail to adequately account for the differences between students who are and are not suspended. Using longitudinal administrative data from New York City, I build upon extant research by estimating the link between suspension and short-term academic outcomes within a student fixed effects framework. This approach eliminates unmeasured differences across students that are associated with both the likelihood of being suspended and important student outcomes. I then estimate the link between suspension and long-term academic outcomes using propensity score matching. I find that suspension is associated with increased absences and latenesses, and a decreased likelihood of passing courses the term in which the suspension occurred. Furthermore, suspension is associated with a lower likelihood of graduating within four, five, or six years, and a decreased likelihood of passing Regents exams.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Barbara A. Murray. Includes bibliographical references (p. 142-147).

Thesis (M. Ed.)--University of Canterbury, 2008. / Typescript (photocopy). "December 2008." Includes bibliographical references (leaves 142-156). Also available via the World Wide Web.

The purpose of the study was to state in a positive manner the rights of administrators in dealing with student suspension, expulsion, and exclusion in substantive and procedural due process matters. A legal. research was used to accomplish the purpose of the study. A review of the literature from 1969 through 1978 was made. The focus of the review was upon attitudes of administrators regarding court cases dealing with student suspension, expulsion and exclusion. A selected review and analysis of United States Constitution, Indiana state law, federal and state appellate court decisions, Indiana Attorney General Opinions and related literature was wade to identify factors guiding school officials in dealing with student due process matters. The study was limited to the laws, court decisions, and Attorney General Opinions in Indiana involving student suspension, expulsion, and exclusion.Even though the study was limited to Indiana, the following considerations would also apply throughout the United States.(1) Students have due process rights. (2) Constitutionality of a school regulation and reasonableness of a rule is a question of law to be decided exclusively by the courts. (3) Boards of education and school administrators have the power to make and enforce reasonable rules and regulations for the proper process in general. (4) Where rules infringe upon freedom of expression, the school officials have the burden of showing justification. (5) Administrators are upset over recent United States Supreme Court decisions and an apparent loss of control of students. (6) A compensatory award to students would be appropriate if the measures of impermissable motivation or disregard of a student's constitutional rights were maliciously violated. (7) Student dismissal for failure of a student to meet academic standards calls for far less stringent procedural requirements than dismissal of a student for violation of valid rules of conduct. (8) The Fourteenth Amendment of the United States Constitution does riot apply to the internal disciplinary operations of a private school. (9) A student involved in a due process matter must take advantage of all administrative remedies available before filing a law suit. (10) School Officials have the authority to expel a student under the age of sixteen for a violation of reasonable rules and regulations. (11) The laws and recent court decisions should not hinder the fair minded school administrator. (12) School attendance records are admissable as evidence in a court of law.In addition to the study findings, the following conclusions, based upon the review and analysis of pertinent constitutional law, federal and state court decisions as well as upon the reading of related literature and conversations with attorneys and school officials were developed. (1) A school official may avoid legal problems in dealing with students if the following steps are followed: (a) The school official must make every attempt to establish reasonable rules and regulations. (b) The school official must carry out discipline procedures without malice. (c) The school official must provide the minimum essentials of due process. 1. Oral and written notice of charges are provided the student. 2. The student must have the opportunity to tell what happened in the incident under investigation. (2) The Indiana Statute on Due Process and Pupil Discipline provides the framework and guide to follow in discipline matters. School corporations may avoid time consuming and expensive court proceedings by adhering to the statute. The courts have overturned student challegnes on substantive and procedural due process if the student had not sought all remedies available under the Indiana Due Process and Pupil Discipline Statute.Even though the study was limited to Indiana, the above listed conclusions, with the exception of number two, would also apply throughout the United States.

Thesis (Ph.D.)--University of Tulsa, 1991. / Bibliography: leaves 51-54.

The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.