Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district.

By Linda M. Raffaele Mendez, H. Knoff. 2003

555 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/239e56aef3626bb482ceb4cd3b15a9633a95846f

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Citations in the corpus

Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “For example, Black students are from 3 to 7 times more likely than White students to be suspended (Raffaele Mendez & Knoff, 2003; Wald & Losen, 2003).”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “More specifically, African American males experience disproportionately more school suspensions, expulsions, and special education placement (Mendez & Knoff, 2003; Townsend, 2000; Harry & Anderson, 1994).”
Relationship Between School Suspension and Student Outcomes: A Meta-Analysis (2015, background): “There were negative correlations between suspension in Grade 6 and math or reading achievement in Grades 7 and 8 for both White and Black students (Raffaele Mendez, 2003), and students made significantly less achievement gains the more they were suspended across a 3-year period (Arcia, 2006).”
Teacher Decision Factors That Lead to Preschool Expulsion: Scale Development and Preliminary Validation of the Preschool Expulsion Risk Measure (2018, unknown): “93 (Mendez & Knoff, 2003; Michail, 2011; Morrison & D’Incau, 1997; Skiba & Knesting, 2001).”
African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers (2010, unknown): “Raffaele Mendez, L. M., & Knoff, H. M. (2003).”
Misbehavior, Suspensions, and Security Measures in High School: Racial/Ethnic and Gender Differences (2013, background): “Likewise, Mendez and Knoff (2003) found that suspension rates of black males were disproportionately high for both minor and more serious infractions, and that black females were suspended at higher rates than were white or Latino females.”
Unproven Links (2005, unknown): “…Defense Fund, 1975; Costenbader & Markson, 1998; Gregory, 1997; Kaeser, 1979; Massachusetts Advocacy Center, 1986; McFadden, Marsh, Price, & Hwang, 1992; Nichols, Ludwin, & Iadicola, 1999; Raffaele-Mendez & Knoff, 2003; Skiba, Michael, Nardo, & Peterson, 2002; Wu, Pink, Crain, & Moles, 1982).”
A Comparison of Elementary/K-8 and Middle Schools' Suspension Rates (2007, background): “Middle school rates of suspension are considerably higher than elementary school rates (Bergquist et al., 2004; Mendez & Knoff, 2003).”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “If the cultural gap is leading to disproportionality, then cultural competence training in the form of professional development will allow educators to evaluate their biases and understand how these affect their actions (Anderson & Davis, 2012; Monroe, 2005; Raffaele Mendez & Knoff, 2003).”
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, unknown): “…Skiba, Michael, Nardo, & Peterson, 2002) and are suspended or expelled more often (Achilles, McLaughlin, & Croninger, 2007; Krezmien, Leone, & Achilles, 2006; Raffaele Mendez & Knoff, 2003; Zhang, Katsiyannis, & Herbst, 2004) and for longer durations (Rausch & Skiba, 2004; Vincent & Tobin, 2010).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “Numerous studies have shown that CLD students are referred to the office for behavioral violations at a higher rate compared to their white peers (Kaufman et al., 2010; Raffaele Mendez & Knoff, 2003; Skiba, Michael, Nardo, & Peterson, 2002) and for offenses requiring subjective judgment on the part ”
Parsing Disciplinary Disproportionality (2014, background): “…been found to be suspended and expelled at higher rates than females (Costenbader & Markson, 1998; McFadden, Marsh, Price, & Hwang, 1992; Raffaele Mendez & Knoff, 2003; Skiba et al., 1997; Skiba, Michael, Nardo, & Peterson, 2002; Thornton & Trent, 1998; Wu, Pink, Crain, & Moles, 1982),…”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “However, the current data suggest that the elusive explanation for disproportionality patterns may not lie in schools’ structural characteristics (e.g., size, student–teacher ratio, teacher qualifications), the sociodemographic characteristics of the students and staff, or general factors related to”
Restorative Justice in Schools (2015, background): “In addition, the percent of male students in schools is related to student discipline (Casella, 2001; Raffaele-Mendez & Knoff, 2003) and is therefore included (percent male students) as an aggregation from student questionnaire responses.”