التفاصيل البيبلوغرافية
| العنوان: |
Instability in Foster Care: How Transitions into and out of Foster Care Relate to School Discipline. EdWorkingPaper No. 24-990 |
| اللغة: |
English |
| المؤلفون: |
S. Colby Woods, Michael Gottfri, Kevin Gee, Annenberg Institute for School Reform at Brown University |
| المصدر: |
Annenberg Institute for School Reform at Brown University. 2024. |
| الإتاحة: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: |
N |
| Page Count: |
45 |
| تاريخ النشر: |
2024 |
| نوع الوثيقة: |
Reports - Research |
| Descriptors: |
Foster Care, Discipline, Student Behavior, Attendance, At Risk Students, Suspension, Expulsion, Predictor Variables, Gender Differences, Racial Differences, Ethnicity, Age Differences |
| مصطلحات جغرافية: |
California |
| مستخلص: |
Students in the foster care system tend to have lower educational outcomes than their peers, including more frequent disciplinary events. However, few studies have explored how transitions into and out of foster care placements are associated with educational outcomes. Using longitudinal data from four California school districts, this study investigated the dynamics of entering versus exiting foster care to predict school discipline and how this relationship ultimately influences absenteeism. Our findings suggest that students in foster care are more likely than their peers to face disciplinary action, especially exclusionary discipline, particularly when entering foster care. We also find suggestive evidence that disciplinary actions upon entry increase student absenteeism for students in foster care. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| رقم الأكسشن: |
ED655788 |
| قاعدة البيانات: |
ERIC |
