Using data extracted from the Parent and Family Involvement in Education Survey of the 2019 National Household Education Surveys Program, this study used a series of linear probability models to examine the association between family–school relationships and exclusionary discipline. The sample included 15,360 U.S. families of K–12 non-homeschooled and non-virtual school students. Results suggest that students with disabilities experienced significantly more expulsion and suspension and that their families were less satisfied with school and received significantly more individual contact from school for negative reasons. In addition, parent satisfaction with school and individual contacts from school to parent regarding positive behaviors or schoolwork and behavior problems were statistically significantly associated with exclusionary discipline after accounting for student characteristics, such as race, age, and gender. These associations between family–school relationships and exclusionary discipline did not differ by a student’s disability status.

中文翻译：

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家庭与学校的关系以及残疾和健康学生的排斥性纪律


本研究利用2019年全国家庭教育调查计划的家长和家庭参与教育调查中提取的数据，利用一系列线性概率模型来检验家庭与学校关系与排他性纪律之间的关联。样本包括 15,360 个由 K-12 非在家上学和非虚拟学校学生组成的美国家庭。结果表明，残疾学生被开除和停学的次数明显增多，他们的家人对学校的满意度较差，并且因负面原因而与学校进行了更多的个人接触。此外，在考虑了种族、年龄和性别等学生特征后，家长对学校的满意度以及学校与家长就积极行为或功课和行为问题进行的个人接触在统计上与排他性纪律显着相关。家庭与学校关系和排他性纪律之间的联系并不因学生的残疾状况而有所不同。