An examination of the disciplinary histories and the individual and educational characteristics of students who participate in an in-school suspension program

By G. Morrison, S. Anthony, Meri H. Storino, C. Dillon. 2001

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Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “This interaction between problem behavior and academics reaches a critical mass in high school (Morrison et al., 2001; Nelson, Benner, Lane, & Smith, 2004), where students with deficits in both academics and social behavior are at a much greater risk of dropout than students with problems in one are”
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “…(1999), Najaka et al. (2002), Nelson & Roberts (2000), Smith & Thomas (2000), Tobin et al. (2002) Academic failure & social maladjustment: Morrison et al. (2001), Tobin & Sugai (1999b) Juvenile delinquency: Huisinga et al. (1991) Behavior disorders: Kortering et al.…”
BLACK-WHITE DIFFERENCES IN SCHOOL SUSPENSION: EFFECT OF STUDENT BELIEFS ABOUT TEACHERS (2008, background): “Most of the research on school punishment has focused on documenting race differences and looking for student and school-level factors to help explain disproportionality in out-of-school suspension (Costenbader and Markson, 1998; Gregory, 1997; Mendez et al., 2002; Morrison et al., 2001; Nichols et ”