Date Awarded

1988

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

G. William Bullock, Jr.

Abstract

The purpose of this study was to research the evolution of three in-school suspension programs in Virginia. In a case study format, the programs were examined with regard to why and how they were established, what changes they have undergone, and their current status and effectiveness.;The three in-school suspension programs selected for this investigation met the following standards: (a) the program was among the earliest to be established in the area, (b) the school district kept reasonably accurate records, and (c) the in-school suspension program met certain criteria to qualify under the definition outlined in this study.;The research included three methods of data collection: interviews with personal sources, district-wide informational surveys, and the systematic search for documents to undergo content.;It was concluded that the following elements are essential for an in-school suspension program to achieve maximum effectiveness: (1) thorough research into available options; (2) a wide spectrum of persons included in the planning and implementation process; (3) adequate financial support; (4) a rehabilitative focus; (5) clearly defined, measurable objectives; (6) use of a variety of disciplinary options in addition to ISS; (7) full-time, qualified, trained staff; (8) standardized, frequently monitored record keeping systems; (9) systemwide rules and procedures which are consistently enforced; (10) opportunity for students to complete regular class assignments and receive remedial assistance; (11) a comprehensive counseling component; (12) a plan for systematic student follow-up; and (13) an evaluation design which is in harmony with the program's philosophy, objectives, and strategies.;Based on the findings and conclusions of the study, 12 critical steps involved in the implementation of an in-school suspension program were outlined. Also, 51 specific recommendations for program design were presented.;Further study is needed to evaluate the influence that geographical location, size of school division, type of district (urban, suburban, or rural) and socio-economic status of the majority of families served by the system have on the origin, design, effectiveness, and evolution of in-school suspension programs. In addition, future research might be undertaken to explore the impact of programs which incorporate a majority of the recommendations offered in this study, as well as to investigate program options for chronically disruptive students who are referred repeatedly to in-school suspension.

DOI

https://dx.doi.org/doi:10.25774/w4-15bm-hw17

Rights

© The Author

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