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ERIC Number: ED311137
Record Type: Non-Journal
Publication Date: 1988
Pages: 156
Abstractor: N/A
Reference Count: N/A
A Study of Current In-School Suspension Programs in New York State.
Foster, Herbert L.; Kight, Howard R.
In-school suspension (ISS) removes a student from regular academic classes but keeps the student in an isolated, separate, and restricted environment where, in most cases, academic work continues. Such programs have increased rapidly in American secondary schools, and have been mandated in New York State by the New York State Education Department since 1985. This report is designed to provide school personnel with useful information to assist in planning, implementing, or updating an ISS program. It analyzes the responses of 62 percent (1,130) of all secondary school principals in New York State to a survey questionnaire mailed in the spring of 1980. Information was updated through a telephone survey in the spring of 1988. The following ISS program components are discussed: (1) ISS room; (2) staffing/supervision; (3) materials; (4) academic work; (5) reasons for assigning students to ISS; (6) daily routine (operational procedures); (7) record keeping and evaluation; and (8) counseling procedures. The tabulated responses to each important survey question cover the following areas: (1) development and organization; (2) staffing; (3) program activities; (4) program guidelines; (5) parental and student notification; and (6) evaluation. Eleven examples of ISS programs operating in urban, suburban, suburban/rural, and rural districts in New York State are included. Statistical data are presented in 29 tables. An extensive bibliography is also included. A copy of the survey questionnaire and an accompanying letter are included in the appendix. (FMW)
Institute on Classroom Management and School Discipline, 17 Baldy Hall, State University of New York at Buffalo, Amherst, NY 14260 ($12.95 plus $2.00 postage and handling).
Publication Type: Reports - Research; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: State Univ. of New York, Buffalo. Faculty of Educational Studies.
Identifiers - Location: New York