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    Publication Abstract

Assessing the Role of School Discipline in Disproportionate Minority Contact With the Juvenile Justice System: Final Technical Report
(NCJ 252059) 2018
Grant, 72 page(s)
Miner P. Marchbanks III, Jamilia J. Blake
 
The purpose of this grant-funded project was to assess the predictors of school discipline contact and the consequences of this contact on educational and juvenile justice outcomes of racially and ethnically diverse students. This project examined the predictors of moving through the various stages of the juvenile justice system and looked at the relationship between school strictness and outcomes including school achievement and juvenile justice contact. The key measures of racial composition of school, teacher diversity, student–teacher racial/ethnic incongruence and proportion of students receiving free or reduced lunch were used as controls to investigate the prevalence of harsh discipline, poor educational outcomes and justice system referrals across harsh/lenient schools and rural-urban communities. This report summarizes key findings from 14 manuscripts.
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