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Patterns in Recidivism and Discretionary Placement in Disciplinary Alternative Education: The Impact of Gender, Ethnicity, Age, and Special Education Status

Patterns in Recidivism and Discretionary Placement in Disciplinary Alternative Education: The... Abstract: This study examined the probability of (a) being placed in a disciplinary alternative education setting for mandatory versus discretionary reasons and (b) returning within the same year among an ethnically diverse sample (African American, Caucasian, Hispanic) of middle and high school students (N=270). Participants were compared based on ethnicity, gender, grade level, and special education status. Minority students were significantly more likely than Caucasian students to be placed in disciplinary alternative education for discretionary reasons and were more likely to return within the same school year. A similar result was revealed for high school students when compared to middle school students. Differences were found between boys and girls, but none were found between students who qualified for special education services and those who did not. The cultural and developmental implications of these findings are discussed, as well as suggestions for future practice and research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Patterns in Recidivism and Discretionary Placement in Disciplinary Alternative Education: The Impact of Gender, Ethnicity, Age, and Special Education Status

Education and Treatment of Children , Volume 34 (2) – Apr 20, 2011

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Publisher
West Virginia University Press
Copyright
Copyright © West Virginia University Press
ISSN
1934-8924
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Abstract

Abstract: This study examined the probability of (a) being placed in a disciplinary alternative education setting for mandatory versus discretionary reasons and (b) returning within the same year among an ethnically diverse sample (African American, Caucasian, Hispanic) of middle and high school students (N=270). Participants were compared based on ethnicity, gender, grade level, and special education status. Minority students were significantly more likely than Caucasian students to be placed in disciplinary alternative education for discretionary reasons and were more likely to return within the same school year. A similar result was revealed for high school students when compared to middle school students. Differences were found between boys and girls, but none were found between students who qualified for special education services and those who did not. The cultural and developmental implications of these findings are discussed, as well as suggestions for future practice and research.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Apr 20, 2011

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