Thesis
Dropout and rearrest: understanding the roles of exclusionary school discipline and race in outcomes of students with and without Individualized Educational Plans
Master of Science (M.S.), Drexel University
Jun 2022
DOI:
https://doi.org/10.17918/00001102
Abstract
Youth with individualized education plans (IEPs) and youth of color experience disproportionate rates of exclusionary discipline, school dropout, and arrest each year. However, it is unclear how these factors relate, especially among justice-involved youth. This study furthers existing research by examining IEP status, race, suspension, permanent school removal, school dropout, and recidivism among youth arrested in schools. Additionally, this study explored the potential predictive role of IEP classification type on school dropout and recidivism. Results indicated that Black students with IEPs who had previously been arrested were at higher risk for recidivism than their justice-involved peers. Exploratory results also revealed that students with different IEP classifications dropped out of school and were rearrested at different rates, and rates for rearrest differed by students' race. These results have implications for school interventions to attenuate initial justice system referrals and for broader justice system changes to address racial and disability disparities.
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Details
- Title
- Dropout and rearrest
- Creators
- Lea Parker
- Contributors
- Naomi E. Goldstein (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Master of Science (M.S.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- i, 48 pages
- Resource Type
- Thesis
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 991018527910904721