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 Pub Number  Title  Date
REL 2021061 Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon
Oregon has enacted policy reforms to reduce exclusionary discipline and increase racial equity in school discipline practices. One such reform passed in 2015 limits the use of exclusionary discipline (i.e., removing students from classroom instruction through suspension and expulsion) for students in grades K-5 for infractions that do not pose a direct threat to the safety of others. This study examined school discipline practices in a voluntary sample of 401 Oregon elementary schools to determine whether the 2015 policy reform was associated with shifts in how exclusionary discipline and nonexclusionary discipline was applied among racial and ethnic student groups. Nonexclusionary discipline does not remove students from classroom instruction and may include teacher conferences, parent/guardian contact, detention, and other consequences. Descriptive findings indicate that there was an increase in the total number of exclusionary and nonexclusionary discipline actions after the 2015 policy reform compared to the pre-policy years. Black students, in particular, experienced the largest increase in exclusionary discipline after the 2015 policy reform than before the reform, and were two to three times more likely to experience exclusionary discipline than all other students across study years. For most racial and ethnic student groups, office discipline referrals for minor, disruptive, and/or aggressive behavioral infractions that were not a school safety concern became less likely to result in exclusionary discipline, and therefore more likely to result in nonexclusionary discipline than before the reform. However, for Black students the opposite was true. Office discipline referrals issued to Black students after the 2015 policy reform became more likely to result in exclusionary discipline for all office discipline referrals and referrals issued for disruptive behaviors. The study findings provide information that will help state policymakers better understand the changes in exclusionary and nonexclusionary discipline practices before and after the 2015 policy reform and identify areas for improving racial equity in school discipline actions.
2/16/2021
REL 2021047 Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin
State and school district leaders in Wisconsin are interested in improving educational outcomes among Black students across the state. Implementing culturally responsive practices aims to improve the academic achievement and behavioral outcomes of minority students. Through continued support from the Wisconsin Department of Public Instruction, a professional development training program for culturally responsive practices, Building Culturally Responsive Systems, has been one of the primary models to inform culturally responsive practices. The Wisconsin Department of Public Instruction and education stakeholders in Wisconsin have asked for more comprehensive information about schools’ participation in this program. Using data from the 2012/13–2018/19 school years, this study examined the program’s uptake and reach across the state and its relationship to school outcomes. The study used data on Wisconsin school characteristics from the Wisconsin Department of Public Instruction and the U.S. Department of Education’s Common Core of Data. Also, the study used data on attendance at the professional development training program for culturally responsive practices and data on implementation of culturally responsive practices from the Wisconsin Response to Intervention Center. The study team calculated descriptive statistics to examine the number and percentage of schools that participated in the program and to compare school characteristics between schools that participated in the program and schools that did not participate. The study team examined the relationship between participation in the program and school outcomes. The study found that 4 percent of schools in Wisconsin sent teachers and administrators to participate in the professional development program for culturally responsive practices. Among the schools that participated in the program, only 17.2 percent reported implementing culturally responsive practices in reading instruction. Schools that participated in the program had larger school enrollment, were more likely to be eligible for Title I funds, were more often from cities and suburbs, and had similar percentages of Black students than schools that did not participate in the program.
11/25/2020
NCES 2019038 Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
2/20/2019
NCES 2019020 Mental Health Staff in Public Schools, by School Racial and Ethnic Composition
This report describes the level of mental health staffing in majority-minority schools (more than half of the students are racial or ethnic minorities) and other schools (at least half of students are White and non-Hispanic).
1/24/2019
NCES 2017013 College Applications by 2009 High School Freshmen: Differences by Race/Ethnicity
This report uses data from the High School Longitudinal Study of 2009 (HSLS:09) 2013 Update collection to look at college applications by high school freshmen four years later.
8/31/2017
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
7/18/2017
NCES 2016007 Status and Trends in the Education of Racial and Ethnic Groups 2016
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
8/11/2016
NCES 2012046 Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
8/28/2012
REL 2009076 Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students
Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes concerning the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.
7/27/2009
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