Education and Delinquency Summary of a Workshop (2000) / Chapter Skim
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Assessing Tracking, Suspension, Expulsion
Assessing Tracking, Suspension, Expulsion
Pages 21-27
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From page 21... ...
Research has also demonstrated that the human resources needed to implement and sustain school improvement efforts leadership, teacher morale, teacher mastery, school climate, and resources are found less often in urban rather than in other schools. Research has identified features of schools that undermine learning and encourage delinquency.
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From page 22... ...
Participants underscored how important it is to begin to understand the potentially unique developmental experiences and stressors of racial minorities, females, and economically poor students. Workshop participants stressed the importance of examining school polices for their effects on students' commitment to school and learning.
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From page 23... ...
Ethnographers have observed that different tracks are associated with contrasting subcultures that have well-defined norms and expectations. For example, students placed in high tracks accept the normative culture of the school, while students placed in low tracks create their own alternative oppositional culture (Berends, 1995~.
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From page 24... ...
Students are grouped for instructional purposes in many different ways, of which tracking is just one. Workshop participants agreed that the negative stigmatizing effects of school tracking must be countered by flexible school policies and practices.
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From page 25... ...
Workshop participants noted the need for separating disruptive students but emphasized the importance of being aware of the probable negative consequences of grouping misbehaving students, chief among them peer reinforcement of negative attitudes and behavior. Schools are quickly moving toward policies of zero tolerance of school
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From page 26... ...
A study of 158 students recommended for expulsion over a 2-year period found that the incidents leading to the recommendations fit into four categories by severity of the offense: weapon possession or involvement, drug possession or involvement, defiance or insubordination, or a combination of weapon and drug possession (Morrison and D'Incau, 1997~. Incidents could also be categorized as either intentional or accidental (e.g., a pocketknife left in a pocket after a weekend fishing trip)
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From page 27... ...
Workshop participants learned that little is known about the consequences of placement in special disciplinary classes or schools or of expulsion. Morrison suggested that a wide range of options and programming be made available to children expelled from school, and programs must match the diversity of context and circumstances appropriate to students.
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