Suspension, Race, and Disability: Analysis of Statewide Practices and Reporting

By Michael P. Krezmien, P. Leone, Georgianna M. Achilles. 2006

347 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/0ccd5c7c4bb8d03eb3dc3619e639fd0bc901b2e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Tary J. Tobin
2. C. Vincent
3. A. Bal
4. Seth L. May
5. J. Swain-Bradway
6. Jennifer Betters-Bubon
7. R. Fish
8. R. Skiba

In Education

1. C. Vincent
2. A. Bal
3. Tary J. Tobin
4. Jennifer Betters-Bubon
5. R. Fish
6. Mariella I. Arredondo
7. Seth L. May
8. R. Skiba

In Safety Research

1. A. Bal
2. R. Skiba

Citations in the corpus

• The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities (2011, background): “Examining long-term trends in disciplinary practices, Krezmien, Leone, and Achilles (2006) reported that between 1995 and 2003, the odds ratio for African American students to be suspended not only exceeded that for White students but also increased from year to year.”
• A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance (2019, background): “Future research on behavioral outcome disparities should engage in situated analyses in other states (e.g., Eitle & Eitle, 2004; Krezmien et al., 2006).”
• Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “CLD students also tend to receive more severe consequences for behavioral violations, especially suspensions and expulsions ( Krezmien, Leone, & Achilles, 2006 ; Theriot, Craun, & Dupper, 2010 ) and are proportionally identified more often as having behavioral disorders than students from white bac”
• More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline (2014, background): “Krezmien, Leone, and Achilles (2006) found that, in a sample of over 500 males in a juvenile correctional facility, more than four in five had been suspended from school and more than one in two had been expelled from school.”