This guidance does more to hold students accountable and ultimately improve
behavior than suspensions ever can, creating a positive climate that gives students a productive pathway to express the pain and hurt they may have experienced in creative - rather than destructive - outlets.»
Not exact matches
Another explanation is that CPS has no standards for in - school
suspension rooms, so they are little more
than holding cells that offer little or no education or counseling to help change
behavior.
For one, analysis of state - level discipline data (including information I gathered for the reports I wrote in 2005, 2006, and 2007 for the Indianapolis Star) indicates that more often
than not,
suspensions are more likely to be meted out for reasons other
than violence, drugs, or weapons possession; most
suspensions occur in categories such as disruptive
behavior and attendance, while students are also expelled for chronic truancys.
More
than 70 percent of
suspensions in elementary grades are for «disruptive
behavior.»
The author points out that disproportionate
suspension and expulsion rates are more often the result of inequitable discipline practices
than differences in
behavior between students of color and their white peers.
These stereotypes manifest in widespread social problems like tracking Black and Latino students into remedial classes and out of college prep classes, and in the handing out of more frequent and more severe punishments and
suspensions than are given to white students for the same (or even worse)
behavior.
As other studies demonstrate, the vast majority of
suspensions are for minor infractions of school rules, such as disrupting class, tardiness, and dress code violations, rather
than for serious violent or criminal
behavior.
Instead of owning this outrageous record of failure, Achievement First uses their commentary piece to rationalize their abusive
behaviors writing, «Although we have an unacceptably high number of
suspensions at many Achievement First schools, the technical definition of
suspension (which we hold to) is a removal from class or other activity for more
than 90 minutes.
For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school
suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive
behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more
than five years.
This has a potential impact on vehicle
behavior with benefits regarding safety and the handling performance, more so
than through the traditional approach of fine tuning hardware parameters such as mass distribution and
suspension elasto - kinematics.
Although we asked the children to report their number of school
suspensions and disruptive
behaviors in school, we used archived school data and teacher reports to measure these outcomes because they are less subject to reporting bias
than are self - report data.
In states like California where zero - tolerance discipline policies are enforced, they've been handing out more
suspensions than diplomas every year.2 And students are not being suspended for school safety issues; on the contrary, close to half of the
suspensions were for «willful defiance,» which can include things like disrespectful
behavior or dress code violations.