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Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice
Title
Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice.
Creator
Brown, Adrienne, Bartee, RoSusan, Gordon, William, Johnson, Jerry, Bradshaw, Leigh, Edyburn, Dave, University of Central Florida
Abstract / Description
The purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016)....
Show moreThe purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016). There was statistical evidence that schoolshad policies and/or practices in place that had a discriminatory bias towards racial groups whenschool discipline was administered (USDOE, 2016). Restorative justice processes worked toguide the conduct of individuals issuing the discipline and those needing to be disciplined(Rawls, 1971). Crosstabulations were used to determine if there were differences in students'behaviors in a large urban school district, categorized by race, gender, and socioeconomics forthose who received traditional discipline practices in 2013-2014 compared to those who receiveddiscipline during the implementation of restorative justice practices in 2015-2016. A decrease indiscipline infractions was the standard used to define a successful outcome for this alternativediscipline. Restorative justice allowed discipline to be proactive when implemented with fidelity(Adler, 2011). Findings in this large urban school district, suggested that African Americanstudents continued to receive discipline infractions at a disproportionate rate after theimplementation of restorative justice. Utilization of this alternative discipline proved to besuccessful in decreasing the number of single and multiple out-of-school suspensions andreferrals to law enforcement.
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Date Issued
2019
Identifier
CFE0007435, ucf:52719
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007435
A comparative analysis of public school collective bargaining agreements in Florida
Title
A comparative analysis of public school collective bargaining agreements in Florida.
Creator
Berk, Aliza, Bartee, RoSusan, Gordon, William, Doherty, Walter, Edyburn, Dave, University of Central Florida
Abstract / Description
This study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017...
Show moreThis study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017) and; 2) to determine the extent to which, if any, collective bargaining provisions vary among school districts (i.e. district size, district performance, district locale). The study finds that none of the eight desirable provisions were present in all 66 collective bargaining agreements indicating that collective bargaining agreements vary in terms of the inclusion of desirable provisions for teachers. The study also finds that that spatial relationship plays a role in determining bargaining outcomes. The results of this study provide insight into the terms and conditions of collective bargaining agreements in Florida; thereby providing Florida school districts with information to construct the best possible competitive contracts in the future, which would then attract top talent as well as to protect the best interests of their districts.
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Date Issued
2019
Identifier
CFE0007431, ucf:52711
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007431