Citation

Morrison GM, Anthony S, Storino M, Dillon C. Educ. Treat. Child. 2001; 24(3): 276-293.

Copyright

(Copyright © 2001, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study explored the educational and personal-social characteristics of middle school and junior high students who were referred to an in-school suspension program for engaging in disciplinary infractions at school. The pattern of offenses between the in-school suspension participants and a district-wide sample was examined.

RESULTS focused on the inschool suspension sample indicated that 51.2% of all students had been previously referred to the office for discipline issues and 27.4% had previous suspensions. Significant differences were found in self-ratings of personal-social characteristics between students with previous office referrals and those without and between students with previous suspensions and those without. In addition, the relationships among assistant principals' ratings of improvement and history of previous office referrals, history of previous suspensions, and student ratings of personal-social characteristics were examined. These results provide information about the intersect between students' characteristics and behavioral trajectories and the disciplinary practices of office referrals and suspensions.

Language: en