children out of school in america - University of Tennessee Digital ...

More documents

Recommendations

Info

child's problems or progress at school? Explain. 11. Have you ever attempted to talk with any school representative about your child's special placement or need? Teacher, principal, or other? Explain. (d) Sex Sheet 0-1 CHILD ENROLLED IN NON REGULAR, SPECIAL SCHOOL 1. (a) Name (b) Age (c) Birthday (e) Race 2. What grade was child last enrolled in? 3. Name of school? 4. Public or Private? If Private: Parochial school? Religious affiliation? Other type of private school? Explain. 5. Where is school located? 6. Does the child live at the school? Why? 7. How long has child been enrolled at this school? 8. Did any special need or condition cause the child's enrollment at the school? What? 9. When did you first realize he/she had this special need? 10. When did school officials realize it? 11. Did they bring it to your attention? 12. Was the child given any tests before the child was put in this program? (a) Do you know what kind of tests they were? (IQ, achievement, sight and hearing) (b) Were you told about the test? If yes, before or after they were given? 13. Have you ever seen the child's records or been denied access to them? 14. Whose decision was it to put the child in this school? Parent!Adult School Officials Private or public agencies (name and explain) Child Independent evaluator/doctor psychologist Other 168 Sheet 0-2 15. How much information did you have about the school before the child was enrolled in it? Did you have any choice about where to send your child? 16. Do you think the program the child is receiving is suitable for him? 17. Do you think it has helped him? Explain. 18. Is your child on a waiting list for any special program at this school or another school? Explain. (a) If yes, how long has he been on list? 19. In the past has the child ever been enrolled in a special program at this school or another school? (a) If yes, what? Explain. 20. Do you know how many other children are enrolled in the special class or program? What is the racial and ethnic composition of the class, if you know it? 21. Does the school provide extracurricular activities? What kind? (a) Does the child participate in them? 22. Have any of the child's teachers or other school authorities suggested that the child should be given drugs or pills, prescribed by a doctor, for some problem at school? (a) If so, what kind of drugs or pills? (b) Why did the school official say such treatment might be needed? (c) Did the school official suggest alternatives to the drugs or pills? (d) Did the school official say the child might have to go i.nto a special class, another school, or be dismissed from school if he did not take the drugs or pills? (e) What did you do then? Did you take child to a doctor? What did the doctor say? Did he prescribe the drugs? What were they called? How often and how long did your child take them? Did you notice any effect of the drugs? Did the teacher or the other school official tell you what effect the drug had? 23. Who pays for your child attending the school?
Sheet E-l SCHOOL EXPULSIONS, SUSPENSIONS, AND DISCIPLINARY TRANSFERS· 1. (a) Name (b) Age (c) Birthday (d) Sex (e) Race 2. Was child ever expelled from school? (a) If yes, how many times? (b) For each time explain: (1) When? (2) For how long? Why? (3) Reason given by school officials. (4) Parent!guardian and child's version? 3. Was child ever suspended from school? (a) If yes, how many times? (b) For each time explain: (1) When? (2) For how long? Why? (3) Reason given by school officials. (4) Parent/guardian and child's version? --- 'Fill out for each child ever expelled or suspended even if child is in regular program in regular school. Sheet E-2 4. Has child ever been transferred for disciplinary reasons from school to school? (a) If yes, how many times? (b) For each time explain: (J) When? (2) For how long? Why? (3) Reason given by school officials. (4) Parent/guardian and child's version? 5. Procedure: (a) How and by whom was he notified? (b) Race/national origin of group or individuaJ who expelled him/her? (c) Was a hearing held with school officials? If yes, who was present? (d) If no, were you informed of a right to a hearing? By whom? (e) Did you request a hearing? Explain. (f) Was child allowed, and did child have, assistance from a lawyer or other independent third party? (g) How did child get back in school? (h) What did child do when he/she was out of school? 6. Following expulsion or suspension was the child enrolled in any institution or special school? Explain. Sheet F FINAL QUESTIONS FOR PARENTS/ADULTS 1. Were any of your older children (over 18) ever out of school? Why? 2. Now looking back, what effect did that have on you, and your family/household? 3. Were you ever out of school? (a) Why? (b) What effect did this have on you? 4. Are the compulsory attendance laws enforced in the school district and schools in which the children in your household attend? 5. Do you think there should be compulsory attendance? Why? Sheet G FAMILY/HOUSEHOLD QUESTIONNAIRE 1. Number of people who live in this house? (a) Number of adults (18 years and over) (b) Number of children. 2. Are children living with parents? (a) If not, who are they living with? 3. Are there children in this family who are not living at home? Where are they living? (Be as specific as possible) 4. Language spoken in home? 5. Last year of school completed by parents or adults responsible for child. 6. What is the source of income for household? 7. Who has a job who lives in this house? (a) What kinds of jobs do they have? 169
Page 1:
CHILDREN OUT OF SCHOOL IN AMERICA A
Page 4 and 5:
Copyright If.> October 1974 by the
Page 7 and 8:
People Who Worked Oft This Report .
Page 9:
Portland, Maine CDF staff Cambridge
Page 12:
Foreword Introduction Chapter 1 Cha
Page 16 and 17:
CHAPTER 1 Table I CHAPTER 2 Table I
Page 21:
community leaders concerned with ed
Page 24 and 25:
dren were suspended. The next highe
Page 26 and 27:
described in this report, they can
Page 28 and 29:
needed to improve and unify state c
Page 30 and 31:
Bureaucratic Excuses for Inaction Y
Page 32 and 33:
problems. Are teachers encouraged o
Page 35 and 36:
Who Are the Children Out of School?
Page 37:
vary. But while many of them descri
Page 40 and 41:
Maxine, 14 Maxine Dolan is 14 and h
Page 42 and 43:
until the new school year. Meanwhil
Page 45 and 46:
awake until morning when the sounds
Page 47 and 48:
He's had his chances, foreign or no
Page 49:
Theresa, 12 Theresa Engler, a 12-ye
Page 52 and 53:
34 Table I Children Not Enrolled! B
Page 54 and 55:
Proportion of Minority Children 2 T
Page 56:
Social and Economic Factors Poor ch
Page 59:
Limitations of Census Data Our anal
Page 62 and 63:
We found children out of school in
Page 64:
.". 0\ Table VIII Chlldren Out of S
Page 68 and 69:
VI o Table X All Children Out uf Sc
Page 70 and 71:
Total % of Areas Surveyed Children
Page 73 and 74:
Chapter 3 Barriers to School Attend
Page 75 and 76:
TABLE I STATUTORY AND CONSTITUTIONA
Page 78 and 79:
ter the four months because the cou
Page 80:
Truancy Laws penalizing children an
Page 83 and 84:
A Denver school official stated: "Y
Page 86 and 87:
officers who spoke Spanish, and onl
Page 88 and 89:
The principal of Lincoln Junior Hig
Page 91 and 92:
For example, as of October, 1972, i
Page 93:
think there is enough counseling, e
Page 97:
fees required to take, for example,
Page 100 and 101:
did not have books were not much of
Page 102 and 103:
Consider what this would mean if yo
Page 104:
no money to feed and care for all o
Page 107:
Apparently a judgment has been made
Page 112 and 113:
ecome self-sufficient adults are th
Page 114 and 115:
In Cambridee, Massachusetts, an att
Page 116 and 117:
Inadequacy of Special Education Pro
Page 118 and 119:
over again for four or five years.
Page 120:
Janice has not been suspended this
Page 123 and 124:
ased. 56 They are modeled and norme
Page 125:
chusetts counselor pointed out that
Page 128 and 129:
that the city does not experiment w
Page 130 and 131:
1. The use of many kinds of people
Page 132 and 133:
abuse laws of the state. However, t
Page 134 and 135: 116
Page 137: Many districts still have the power
Page 140 and 141: In contrast to the majority of publ
Page 144 and 145: The same pattern of secondary suspe
Page 148: Racial Discrimination in the Use of
Page 152: One southern school official admitt
Page 158 and 159: tion of the limitation on numbers o
Page 161 and 162: hold hearings, the reaction was sho
Page 164: or programs that operate as alterna
Page 167 and 168: complaints to the federal Office fo
Page 169: APPENDICES
Page 172: • most children who are instituti
Page 175 and 176: as opposed to every second, third,
Page 177 and 178: . Census Tract 123 Census Tract 123
Page 179 and 180: newal. Every third household was mo
Page 181 and 182: -secondary school children by sex a
Page 184: 10. Are his special problems/needs
Page 189: Maine Portland Census Tract 11 I 1:
Page 197 and 198: ALABAMA State Officials Mr. William
Page 199 and 200: Mr. Milton Ogle, Associate Director
Page 202 and 203: Sumter County #2 School Officials D
Page 204 and 205: AppendixD STATE SCHOOL OFFlCIALS' R
Page 207 and 208: Los Angeles Unified School District
Page 209 and 210: AppendlxE u.s. CENSUS DATA Table I
Page 211: State Wisconsin Wyoming GRANO TOTAL
Page 214 and 215: AppendixE U.s. CENSUS DATA Table II
Page 217: .... \C 00 AppelldixE U.S. CENSUS D
Page 221: AppendixE u.s. CENSUS DATA Table II
Page 242 and 243:
Appendix 6 RANK ORDERS OF AREAS IN
Page 245:
AppendbH PERCENT OF HEADS OF HOUSEH
Page 251 and 252:
State Alabama Alaska Arizona Arkans
Page 253 and 254:
State Alabama Alaska Arizona Arkans
Page 256:
AppendixM STUDENTS ENROLLED IN EDUC
Page 259 and 260:
Lee I 4,925 2,663 2,260 2 83 18 65
Page 261 and 262:
Walker I 9,671 8,924 745 2 230 164
Page 265 and 266:
Collins I 35 29 6 (82.4) (17.1 ) Co
Page 267 and 268:
Junction City 1,003 584 419 (58.2)
Page 269 and 270:
SI. Charles I 245 149 96 (60.8) (39
Page 272 and 273:
AppendlxM STUDENTS ENROLLED IN EDUC
Page 274 and 275:
Appendix M STUDENTS ENROLLED IN EDU
Page 276:
App@ndblfl STUDENTS ENROLLED IN EDU
Page 282 and 283:
Appendix M STUDENTS ENROLLED IN EDU
Page 285 and 286:
South Pike Cons. I 2,575 893 1,677
Page 287 and 288:
Clarendon #2 I 3,246 784 2,462 54 8
Page 289 and 290:
Orangeburg #7 1,112 158 954 9 9 (14
Page 292 and 293:
A. ppendi.'\: N SPECIAL EDUCATION I
Page 297:
Learning Deaf!Hard Blind! Speech Ph
Page 306 and 307:
Rhode Island Society for Autistic C
Page 308 and 309:
Federal Court Consent Agreements; P
Page 310 and 311:
Mr. Peter E. Holmes Director, Offic
Page 312 and 313:
census figures and often did not ch
Page 314 and 315:
pils who dropped out of this school
Page 316:
SUGGESTED REFINEMENTS IN THE INDIVI
Page 333:
I. Name of School System _ II. Name
Page 337:
2 1 1 16 2 14 Cotton Plant 586 72 5
Page 341:
1 1 5 4 1 Tuckerman 820 711 109 (1)
Page 352 and 353:
Appelldlx R OCR DATA ON STUDENT SUS
Page 355 and 356:
APPENDIXR FOOTNOTES I Unless noted
Page 357 and 358:
36There were 1,763 students, suspen
Page 361:
Total Students Suspended At Least O
Page 364:
APPENDIX T TABLES I-II FOOTNOTES IS
Page 367 and 368:
Kentucky Floyd County Total I 2 0.5
Page 369 and 370:
AppendixT SUSPENSIONS IN CD" SURVEY
Page 371 and 372:
Kentucky Floyd County Total Mud Cre
Page 373:
Appendix T SUSPENSIONS IN CDF SURVE
Page 378 and 379:
Appenllb V STATUTORY PROVISIONS FOR
Page 381 and 382:
Massachusetts I Official None -Misc
Page 384:
itppe",db V STATUTORY PROVISIONS FO
Page 390 and 391:
Bureau is interested primarily in d
Page 394:
could be collected centrally at the
show all

children out of school in america - University of Tennessee Digital ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?