The Impact of Exclusion in School: A Comprehensive Study in New York City, 2010-2015 (ICPSR 37249)
Version Date: Dec 16, 2020 View help for published
Principal Investigator(s): View help for Principal Investigator(s)
Lama Hassoun Ayoub, Center for Court Innovation (U.S.)
https://doi.org/10.3886/ICPSR37249.v1
Version V1
Summary View help for Summary
This study uses quantitative and qualitative research to fill a gap in the scholarly literature on "what works" in school discipline, climate, and safety and has important implications for educators and justice policymakers nationwide. The quantitative analysis utilized data from 2010-2015 of middle and high school students (N=87,471 students nested within 804 schools and 74 neighborhoods) in New York City. Researchers applied hierarchical modeling methods to analyze effects of neighborhood, school, and student characteristics on: 1) future school disciplinary outcomes; 2) future arrest; and 3) grade advancement. Demographic variables for individual participants include race, gender, and if they are an English language learner.
Demographic variables for neighborhoods include race, median income, crime rates, and education levels.
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None
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Due to the sensitive nature of the data and to protect respondent confidentiality, the data are restricted from general dissemination. These data are enclave-only and may only be accessed at ICPSR's location in Ann Arbor, MI. Users wishing to view these data must first contact NACJD, complete an Application for use of the ICPSR Data Enclave (available as part of the documentation for this study), and receive permission to analyze the files before traveling to Ann Arbor. More information may be found at ICPSR's Enclave Data web site.
Completed forms should be returned to: Director, National Archive of Criminal Justice Data, Inter-university Consortium for Political and Social Research, Institute for Social Research, P.O. Box 1248, University of Michigan, Ann Arbor, MI 48106-1248, or by fax: 734-647-8200.
Additional information can also be found in the Use Agreement.
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Study Purpose View help for Study Purpose
This comprehensive study of 804 New York City public middle and high schools sought to isolate the independent impacts of suspension, as well as to disentangle the effects, if any, of student, school, and neighborhood characteristics. Conversely, the study also explored the relationship of restorative justice and other positive practices to student behavior and school culture.
Study Design View help for Study Design
The quantitative study uses data from multiple sources at the individual, school, and neighborhood levels. Data was requested from the New York City Department of Education (DOE) on all students grades six through twelve during the 2010-2015 school years. Data was also requested from the New York State Office of Court Administration (OCA) on all individuals under the age of 21 arrested in New York City during the same time period. OCA provided information from both its adult criminal court data and juvenile and family court data to ensure all relevant ages were included. For neighborhood data, we utilized publicly available sources. First, researchers used U.S. Census data from the American Community Survey 2010-2015 estimates to obtain information on neighborhood demographics and economic indicators for each Neighborhood Tabulation Area (NTA). Second, researchers calculated crime rates based on NYPD arrest data and then assigned a neighborhood crime rate to each school.
Sample View help for Sample
The sample includes 87,471 middle and high school (grades 6-12) students attending NYC public schools, who had one or more disciplinary incident during the 2011-2012 or 2012- 2013 school years. For each student, an initial incident was selected from either 2011-2012 or 2012- 2013. For students who only had one incident, that single incident was chosen as the reference point; for students with more than one incident in the sample years, the initial incident was chosen randomly. Students who did not have an incident in those two sample years were excluded from the analysis.
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Description of Variables View help for Description of Variables
Student data variables were created using Department of Education data, including demographic information, attendance, prior academic advancement, prior disciplinary incidents, severity level (medium and high) of the initial incident, and initial suspension.
School data variables included a demographic profile for each school, student-teacher ratio, and incident and suspension rates.
Neighborhood data variables included a neighborhood disadvantage index, calculated based on the neighborhood's median family income, percent of female-headed households, percent below poverty, percent using food stamps/SNAP, percent with less than a high school diploma, percent black, percent Hispanic, percent unemployed, and the ratio of poverty to income.
Principal data variables included questions about the number of health and public safety professionals present at the schools, student and parent engagement, guidance interventions, and general school climate.
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