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Gepubliceerd in:

10-11-2018 | Review Paper

Exclusionary Discipline for English Learners: A National Analysis

Auteurs: Denise K. Whitford, Antonis Katsiyannis, Jennifer Counts, Kelly M. Carrero, Michael Couvillon

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2019

Abstract

Exclusionary discipline disproportionally effect students from underrepresented groups and English Learners are one group that has received minimal attention in this area. Using data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, we examined exclusionary discipline practices (i.e., suspensions and expulsions) involving English Learners with and without disabilities. English Learners comprised 10.1% of the student population. Nationally, odds of exclusion for English Learners with and without disabilities ranged from OR = 0.02 to OR = 0.05, but varied drastically by individual states (range: OR= 0.08 to OR = 7.79). Implications for research, policy, and practice are discussed.

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Titel: Exclusionary Discipline for English Learners: A National Analysis
Auteurs: Denise K. Whitford
Antonis Katsiyannis
Jennifer Counts
Kelly M. Carrero
Michael Couvillon
Publicatiedatum: 10-11-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-018-1278-y

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