scholarly journals Prevalence, Disparities, and Trends in Obesity and Severe Obesity Among Students in the School District of Philadelphia, Pennsylvania, 2006–2013

2015 ◽  
Vol 12 ◽  
Author(s):  
Jessica M. Robbins ◽  
Giridhar Mallya ◽  
Amanda Wagner ◽  
James W. Buehler
Keyword(s):  
School District ◽  
Severe Obesity ◽  
School District Of Philadelphia

scholarly journals Do Suspensions Affect Student Outcomes?

2018 ◽  
Vol 41 (1) ◽  
pp. 34-62 ◽  
Author(s):  
Johanna Lacoe ◽  
Matthew P. Steinberg
Keyword(s):  
School District ◽  
Reading Achievement ◽  
Panel Data ◽  
Policy Change ◽  
Student Outcomes ◽  
Instrumental Variable ◽  
Fixed Effects ◽  
Unintended Consequences ◽  
School District Of Philadelphia

Discipline reformers claim that suspensions negatively affect suspended students, while others suggest reforms have unintended consequences for peers. Using student panel data from the School District of Philadelphia, we implement student fixed effects and instrumental variable (IV) strategies to examine the consequences of suspensions for offending students and their peers. A suspension decreases math and reading achievement for suspended students. The effects are robust to IV estimates leveraging a district-wide policy change in suspension use. Suspensions are more salient for students who personally experience suspension than for their peers. Exposure to suspensions for more serious misconduct has very small, negative spillovers onto peer achievement, but does not change peer absences.

What's Going On

1981 ◽  
Vol 28 (8) ◽  
pp. 33
Keyword(s):  
Mathematics Education ◽  
School District ◽  
Mastery Learning ◽  
Test Results ◽  
Additional Information ◽  
School Year ◽  
Title Iv ◽  
School District Of Philadelphia ◽  
Learning School ◽  
Almost All

Students Master Mathematics in Philadelphia. The Division of Mathematics Education of the School District of Philadelphia, in cooperation with the Division of Affective Education, is providing inserv ice training in the techniques of mastery learning to several hundred teachers of grades 1-9. The basic assumption of “mastery learning” is that almost all students are capable of learning school subjects to a level of excellence, and that the primary goal of schoo is should be to define mastery levels and help all students reach them. Test results for the school year 1979-80 showed that 79% of the students using the mastery learning approach achieved the desired mastery. The project is funded through Title IV-C ESEA. For additional information contact Alexander Tobin, Director, Mathematics Education, School District of Philadelphia, Administration Building Room 310, 21st and the Parkway, Philadel phia, PA 19103.

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