School Disciplinary Climate: Characteristics and Effects on Eighth Grade Achievement

Seven dimensions of school disciplinary climate were identified based on a representative sample of grade 8 students in the United States. Within schools students varied considerably in their perceptions and experiences about discipline. The variation was related mainly to students' socioeconomic status (SES), sex, and ethnicity. There was a significant contextual effect of school mean SES on disciplinary climate, larger titan the individual effect of SES. Schools with primary or intermediate grades tended to have more favorable disciplinary climates titan either junior or senior high schools. School location had small effects on disciplinary climate. The disciplinary measure with the strongest relationship to academic achievement pertained to classroom disruption.

[1]  P. Mcdermott,et al.  The organization of student performance in American schools: Discipline, motivation, verbal learning, nonverbal learning. , 2001 .

[2]  Xin Ma.  Dropping Out of Advanced Mathematics: The Effects of Parental Involvement. , 1999 .

[3]  Rhona S. Weinstein,et al.  The social context of early schooling and children's school adjustment , 1998 .

[4]  C. Hertzman,et al.  Child development and long-term outcomes: a population health perspective and summary of successful interventions. , 1996, Social science & medicine.

[5]  Daniel Solomon,et al.  Prevention Effects of the Child Development Project , 1996 .

[6]  Stephen W. Raudenbush,et al.  The Estimation of School Effects , 1995 .

[7]  Earl Hunt,et al.  The Role of Intelligence in Modern Society , 1995 .

[8]  Thomas D. Snyder,et al.  Digest of Education Statistics , 1994 .

[9]  Valerie E. Lee,et al.  Parental Choice of Schools and Social Stratification in Education: The Paradox of Detroit , 1994 .

[10]  G W Rebok,et al.  The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial. , 1994, Journal of child psychology and psychiatry, and allied disciplines.

[11]  G. Patterson,et al.  A performance model for academic achievement in early adolescent boys. , 1993 .

[12]  J. Douglas Willms,et al.  Social Class Segregation and Its Relationship to Pupils' Examination Results in Scotland , 1986 .

[13]  B. Cohen,et al.  THE DISCIPLINARY CLIMATE OF SCHOOLS , 1984 .

[14]  D. Steed,et al.  Coping with disruptive behaviour. , 1983, Special education: forward trends.

[15]  Fred M. Newmann.  Reducing Student Alienation in High Schools: Implications of Theory. , 1981 .

[16]  T. DiPrete.  Discipline and Order in American High Schools. Contractor Report. , 1981 .

[17]  G. D. Gottfredson,et al.  Violent Schools--Safe Schools: The Safe School Study Report to Congress. , 1981 .

[18]  F. Mosteller,et al.  Data Analysis and Regression , 1978 .

[19]  J. Elashoff,et al.  Multiple Regression in Behavioral Research. , 1974 .

[20]  J. Morris,et al.  NEIGHBOURHOOD, SCHOOL AND JUVENILES BEFORE THE COURTS , 1972 .

[21]  Elizabeth A. Clarke,et al.  A Systemic Counseling Approach to the Problem of Bullying. , 1997 .

[22]  D. Offord,et al.  Ontario child health study: social and school impairments in children aged 6 to 16 years. , 1992, Journal of the American Academy of Child and Adolescent Psychiatry.