The effects of three policy changes upon student suspension in a suburban junior high school
Kanzulak, Ronald James
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https://hdl.handle.net/2142/20735
Description
Title
The effects of three policy changes upon student suspension in a suburban junior high school
Author(s)
Kanzulak, Ronald James
Issue Date
1991
Doctoral Committee Chair(s)
Ward, James G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Guidance and Counseling
Language
eng
Abstract
Serious student misconduct requires the administrative disciplinary action of external suspension. Moreover, this exclusionary action sometimes compounds the problem for American educators. Missed days of attendance equal corresponding losses in state aid. Public opinion reflects disdain toward the callous abuse of suspension. Parents constantly request that schools abstain from student ostracism and use methods which facilitate learning.
The primary purpose of this research was to determine whether three policy changes were contributory to fewer suspensions in a suburban junior high school. These policy interventions consisted of suspension/expulsion, eighth-grade trip qualifier, and in-school suspension.
This 10 year case study of a suburban junior high was comprised of surveys and interviews of 36 students, 16 teachers, and 4 administrators who worked at or attended Conrady Junior High School. The interviews and surveys reveal patterns of behavior which help explain the suspension data found in the figures and tables. A variety of repeated observations explain what events transpired during the years 1978 through 1988. An explanation follows which best supports the perceived success of the three policies at Conrady Junior High.
First, a majority of teachers, administrators, and students indicated that the three policy changes were contributory in lessening student suspensions. Second, respondents indicated that a multitude of factors facilitated the subsequent decrease of suspensions.
It is implied that there are a variety of attitudes, actions, and reactions which determine a student's academic and social success. It is recommended that further research be done in schools of different socioeconomic backgrounds, sizes, and grades. Teacher, administrative, and student behavior should also be examined in schools where both proper and improper student behaviors exist.
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