Perceived factors impacting the effectiveness of in-school suspension programs in elementary schools: as determined by behavioral changes in students, 2006

The purpose of this study was to investigate whether perceived factors impact the effectiveness of in-school suspension (ISS) as determined by the behavioral changes in students. The study examined the following factors: ISS teacher preparation, ISS teacher selection, program structure, academic level of students, behavioral history of students, program adaptability for special needs students, and race and gender of students; in order to determine the possibility. There were 132 participants surveyed, which consisted of administrators and teachers from 12 elementary schools, with 107 (81%) responding. The study was used to identify strengths and weaknesses in the districts� ISS program(s) at the elementary level. The research involved three data gathering techniques: Pearson r Correlation, percentages and frequencies, and the ANOVA. Study results indicate that, there was some relationship between student academic levels and behavioral changes in students upon leaving ISS. No relationship was uncovered among the other variables. Findings from the study were used to answer six research questions relative to the ISS program for regularly referred students; and to make recommendations for program improvements. Implications for further research and for teacher training are discussed