The Association Between the School Climate and School Discipline Policies in Rhode Island Public Schools
The University of Rhode Island: Digital Commons
Exclusionary discipline practices are associated with a range of negative student outcomes, both academic and behavioral, as well as a higher likelihood of laterschool drop-out and involvement in the juvenile justice system. Alternatively, more positive school climate has been associated with a variety of favorable student outcomes including higher levels of academic achievement and fewer behavioral infractions. The purpose of this study was to explore the relationship between school climate and exclusionary discipline practices and policies in the Rhode Island public elementary and secondary schools. More specifically the study sought to investigate the association between teacher and student perceptions of school climate and variations in the number of in-school suspensions (ISS), out-of-school suspensions (OSS), and alternative placement programs (APP). Additionally, we examined whether school discipline policies, that is more reactive or more proactive policies, were associated with school climate and discipline practices and whether the type of policy moderated the relationship between school climate and school discipline practices.
Data from 261 elementary and secondary schools were included. Measures of teacher and student ratings of school climate, school discipline practices (i.e., suspensions and alternative program placements) and demographic variables were publicly available through the Rhode Island Department of Education (RIDE) through their website InfoWorks!. School discipline policies were publicly available via school and school district website and analyzed using content analysis...
Lubiner, Anna G., "THE ASSOCIATION BETWEEN SCHOOL CLIMATE AND SCHOOL DISCIPLINE POLICIES AND PRACTICES IN RHODE ISLAND PUBLIC SCHOOLS" (2015). Open Access Dissertations. Paper 360. http://digitalcommons.uri.edu/oa_diss/360