Character education programs and student suspension rates from school: Do character education programs decrease student suspensions from regular instructional public elementary schools in Texas?

Description:

The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.

Creator(s): Grinage, Adam L.
Creation Date: May 2005
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 964
Past 30 days: 13
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2005
  • Digitized: February 7, 2008
Description:

The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): character education programs | student discipline | student suspensions
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 61884793 |
  • ARK: ark:/67531/metadc4778
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Grinage, Adam L.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.