Achievement and Enrollment Status of Suspended Students

By E. Arcia. 2006

459 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b0f7ffbba0f43ed7afde841b29c725007de05dad

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior (2016, background): “These numbers are troubling given that suspensions and expulsions have been linked to future disciplinary infractions, decreased academic achievement, and school dropout (Arcia, 2006; Marchbanks et al., 2015; Raffaele Mendez, 2003).”
Exclusionary Discipline of Students With Disabilities (2014, background): “…McMorris, & Catalano, 2006) and is associated with a variety of negative educational and social outcomes including future disciplinary infractions, repeated suspension, academic failure, school disengagement, and dropout (Arcia, 2006; Scott, Nelson, & Liaupsin, 2001; Skiba & Noam, 2001).”
Reductions in Long-Term Suspensions Following Adoption of the Virginia Student Threat Assessment Guidelines (2011, background): “School suspension can have serious academic consequences for students who may not have the motivation or skills to catch up on missed classes (Arcia, 2006).”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “Arcia (2006) found that, despite lower achievement levels prior to being suspended from schools, students with a history of suspensions exhibited academic growth over a 3-year period that was substantially lower than the growth of peers who were not suspended.”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Even one suspension increases the risk of repeating grades, school dropout, and incarceration and reduces the likelihood of postsecondary success (Arcia, 2006).”
Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom (2008, background): “Given that disciplined-referred students, overall, have lower grades than nonre- ferred students (Arcia, 2006), referred students may place less emphasis on achievement-oriented reasons to cooperate in the classroom (e.g., concerns for grades, desire to learn) and instead place more emphasis on the…”
Parsing Disciplinary Disproportionality (2014, background): “level (Arcia, 2006; Raffaele Mendez, Knoff, & Ferron, 2002; Rocque, 2010), as well as increased risk of negative behavior over time (Tobin, Sugai, & Colvin, 1996).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “Correlational and longitudinal research has shown that suspended students are more likely to be truant, miss instructional time, and drop out of high school (e.g., Arcia, 2006).”
More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline (2014, background): “Emerging evidence suggests a negative relationship between exclusionary school discipline and multiple measures of student academic achievement, including state accountability examinations (Rausch & Skiba, 2005), reading achievement (Arcia, 2006), school grades (Rocque, 2010), and writing achievemen”
Relationship Between School Suspension and Student Outcomes: A Meta-Analysis (2015, background): “…from the suspension, preexisting student academic or behavioral difficulties that resulted in the suspension and concurrently influenced achievement (Arcia, 2006), or additional opportunities to interact with delinquent peers when out of school (Gifford-Smith, Dodge, Dishion, & McCord, 2005).”