Sentences with phrase «impacts of school discipline»

«Clearly, there is a great need for rigorous evaluation research, which should focus both on the impact of school discipline reforms and on their potential unintended consequences,» the authors note, emphasizing that reducing suspensions is a starting point in effective school discipline reform but that changing school culture can have «spillover» effects on teachers and peers which raise important questions for further study.

Researchers Chris Baumann and his Macquarie colleague Hana Krskova analysed PISA data to ascertain the impact of school discipline — students listening well in class, the noise level, teacher waiting time, class start times, and students working well — against the impact of increased education spending.

The Children's Defense Fund has been highlighting the disparate impact of school discipline policies on children of color and poor children since the publication of our 1975 report, School Suspensions: Are They Helping Children?

Supporters of the guidance welcome US ED taking a closer look at the potentially discriminatory impact of school discipline policies on students of color and / or on students with disabilities.

Not exact matches

PBL students in moderately achieving to poverty - impacted schools have performed as well as non-PBL students in high - achieving schools in both dimensions of deeper understanding within the discipline (content and reasoning).

The departments, citing the Civil Rights Act of 1964, gave the school districts «guidance on how to identify, avoid, and remedy discriminatory discipline,» telling them they risked legal action if school disciplinary policies had «a disparate impact, i.e., a disproportionate and unjustified effect on students of a particular race.»

They will likely rescind the policy guidance promulgated by the Obama team that applied «disparate impact theory» to the issue of school discipline.

Today's guidelines announced in Baltimore by the Justice and Education Departments brings the tortured logic of disparate impact to school discipline.

In a series of essays, Michael Petrilli has raised concerns that applying disparate impact theory to school - discipline reform is an unsound overreach by the federal government and will cause chaos in the classroom.

Most importantly, the guidance reminded schools and districts that, pursuant to the Civil Rights Act of 1964, (and the corresponding disparate impact regulations established in that era), they have an obligation to eliminate unjustifiable policies associated with excessive and disparate discipline.

Researchers also saw examples of the positive impact of schools adopting Indigenous cultural practices — including the adoption of smudging ceremonies, talking circles and eagle - feather ceremonies in Canada and an alternative approach to student discipline in New Zealand focusing on restorative practices.

How about school discipline and the use of «disparate impact» gauges to determine whether discrimination is occurring?

Low teacher salaries, discipline problems, standardized testing, poor principals and administrators, and the impact of poverty are among the reasons South Carolina public - school teachers are quitting their jobs in record numbers, pushing K - 12 classrooms into crisis.

Dunn argues that the Office of Civil Rights in the U.S. Department of Education has been using «disparate impact analysis» to issue profoundly misguided policies on school discipline and school finance.

The impact of having a same - race teacher on black students» discipline rates is consistently negative across all of the outcomes we examine, including detention, in - school suspension, out - of - school suspension, and the overall number of disciplinary incidents.

Mike Petrilli has already exposed the folly of the agency's witch hunt for disparate impact in school discipline and explained the challenges it will pose for educators trying to run schools that are conducive to learning.

Evaluations of discipline reform should not be limited to the impact on students who are at risk of being suspended, but also assess the impact of new approaches on school safety and quality of the instructional environment.

However, some charter schools are criticized for their student discipline practices — including suspension, expulsion, and other actions resulting in the removal of students from the classroom — that disproportionately exclude and impact students with disabilities.

At Kirkwood School in Toppenish, Washington, they saw discipline referrals drop from seven per day to only two or three after only a few months of teaching lessons from the Second Step program in classrooms.18 But when SEL is part of a system that's also using prevention - focused approaches to discipline such as SWPBIS, restorative practices, and trauma - sensitive strategies, the positive impact can be greatly enhanced.

Boston students and alumni also testified at Boston City Hall about the impact of harsh discipline policies at charter schools.

For instance, members of the Equity Coalition have published joint statements on discipline and to the Trump Administration and 115th Congress regarding critical issues impacting students with disabilities in charter schools.

Dec. 12: The NYC Coalition for Educational Justice will host a Parent Power School event to explore the impact of race on education policy issues like school funding, standardized testing and school disciSchool event to explore the impact of race on education policy issues like school funding, standardized testing and school discischool funding, standardized testing and school discischool discipline.

In Jordan, I found a group of devoted school leaders who were struggling with many of the same issues school leaders are grappling with stateside: Class sizes are large, student discipline is an issue, the teacher and principal pipeline is impacting human capital, funding is tight, and inequality translates into uneven outcomes for students.

NEW YORK CITY - Dec. 12: The NYC Coalition for Educational Justice will host a Parent Power School event to explore the impact of race on education policy issues like school funding, standardized testing and school disciSchool event to explore the impact of race on education policy issues like school funding, standardized testing and school discischool funding, standardized testing and school discischool discipline.

Dec. 12: The Coalition for Educational Justice will host a Parent Power School event to explore the impact of race on education policy issues like school funding, standardized testing and school disciSchool event to explore the impact of race on education policy issues like school funding, standardized testing and school discischool funding, standardized testing and school discischool discipline.

Cami Anderson, former superintendent of Newark public schools, talked about the way that current discipline policies negatively impact students of color, referencing research that shows that adults view black girls as less innocent than their white counterparts as early as kindergarten.

A study of Wisconsin schools published last month by the Wisconsin Institute for Law and Liberty noted that «softer discipline policies, pushed by the Obama Administration, are having a negative impact on student test scores.»

In this dissertation, I examine discipline practices during the transitional years of pre-K and Kindergarten, when children's school experiences are known to have lasting impacts on later achievement, development, and school success.

And, you know, speaking to education and justice, in 2011, the u.s. department — the departments of education and justice launched a supportive school discipline initiative to reduce exclusionary discipline policies, practices and their impact on youth of color and youth with disabilities.

In the second episode of CASconversations, CAS President Dr. Rosie O'Brien Vojtek sits down with Attorney Tom Mooney to talk about a number of issues impacting school administrators, including the 2017 legislative session, teacher evaluation practices, funding of the state teacher pension system, and the importance of being disciplined in the use of social media and electronic communications.

Data from WINGS» programs in Charleston, S.C., also shows notable positive impact on students» chronic absenteeism and discipline referrals — two key issues that prevent young people from succeeding in school and can lead to a higher likelihood of dropping out of high school.

David Hinojosa, J.D., director of the federally - funded IDRA South Central Collaborative for Equity, gives an overview of the civil rights protections that are in place, the negative impact of many school discipline practices and points to resources available to schools and teachers.

Larry described Engaging Schools» Schoolwide Discipline and Student Support work and observed, «During the last four years or so there has been a real sea change in the understanding among educators and many in the community about the extent and impact of exclusionary and disproportional discipline.»

Harsh school discipline policies disproportionately impact students of color and students with disabilities.

The study will provide actionable insights for the School District of Philadelphia, including information on the impact of district messages about climate and suspension, strategies schools are using to reduce out - of - school suspensions, factors that impact schools» alignment with district priorities regarding discipline, and what resources matter most to schools» approaches to disciSchool District of Philadelphia, including information on the impact of district messages about climate and suspension, strategies schools are using to reduce out - of - school suspensions, factors that impact schools» alignment with district priorities regarding discipline, and what resources matter most to schools» approaches to discischool suspensions, factors that impact schools» alignment with district priorities regarding discipline, and what resources matter most to schools» approaches to discipline.

A new report from the National Education Policy Center examines how zero - tolerance discipline policies in schools negatively impact students of color — and offers several recommendations for protecting youth from state sanctioned violence.

all participating schools be subject to an annual evaluation that will focus on the educational outcomes of students (which would include disaggregated discipline data, state test scores, college course pass, college success, etc.) and the program impact.

Every interaction that is backed by the training and guidance of restorative practices can transform school climate and make an impact on the lives of students affected by traditional, punitive discipline policies.

Examples of policies that can raise disparate impact concerns include policies that impose mandatory suspension, expulsion, or citation (e.g., ticketing or other fines or summonses) upon any student who commits a specified offense — such as being tardy to class, being in possession of a cellular phone, being found insubordinate, acting out, or not wearing the proper school uniform; corporal punishment policies that allow schools to paddle, spank, or otherwise physically punish students; and discipline policies that prevent youth returning from involvement in the justice system from reenrolling in school.

Given the complex needs and challenges that Lampron's students face, it's a huge and important question to tackle — and it's led to a core team of teachers, district staff, support staff, and administrators engaging in conversations around topics such as discipline policies, classroom management, staff roles, forming relationships with students, and shifting school culture to understand the impact of trauma.

This unique combination of technology and personalized leadership coaching allows schools and districts to directly impact student achievement, attendance, discipline, and more.

The event will also feature presenters and an in - depth discussion on the state of public education, the impact that Education Secretary DeVos is having around school privatization, zero tolerance discipline policies, the declining number of teachers of color and community schools.

In contrast, restorative discipline emphasizes the impact of student behavior on the school community and uses community ties to hold students accountable.

OBJECTIVE To build on prior research documenting the impact of School - wide Positive Behavioral Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extSchool - wide Positive Behavioral Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extschool climate and discipline problems to examine the extent to

Jane writes and speaks frequently on issues of education justice and access, the impact of poverty on children's life outcomes, the policy and practice implications of concentrated poverty and trauma on children, school climate, student discipline and attendance.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoSchool, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of develoschool, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

In its next phase of development, scholars and practitioners of the discipline examined the impact of job security and professional support on legal writing teaching.10 Professionals dedicated to the development of the legal writing discipline began to find permanent homes on law school faculties.

Two further decisions impacted on the right to education: in Re JR 17 [2010] UKHL 27 (the appeal from Northern Ireland) the Supreme Court confirmed that a school principal has no common law power to suspend a pupil from school for an alleged breach of discipline, and in A v Essex County Council [2010] UKHL 33 the court ruled (by 3 to 2) that autistic children have no absolute right to an effective education under Protocol 1 to the ECHR.

High school students and parents of color began to document the increasing use of a get - tough approach to discipline in schools and coined the phrase «school - to - prison pipeline» to describe the cycle of harsh discipline and justice system involvement that they saw.8 These activists were soon joined by a small group of academics and civil rights advocates, who produced and disseminated research on the racially discriminatory impact of zero - tolerance school disciplinary policies on children.9

The families that send their children are actively involved with the school and that definitely impacts the behavior and discipline of the children who attend classes.