English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

In this investigation, the numbers and percentages of students who were enrolled in special education and who received a discipline consequence (i.e., in-school suspension, out-of-school suspension, expulsion, Disciplinary Alternative Education Program placement, and Juvenile Justice Education Program placement) during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the number of students in special education who were assigned an exclusionary discipline assignment steadily decreased.  The percentages of the total exclusionary assignments given to students in special education, however, did not decrease but rather remained stable across the four school years.  Recommendations for research and implications are discussed along with suggestions for policy and practice.

advances in educational research and evaluation

A descriptive analysis of disciplinary consequence assignments to Grades 3 through 8 students in special education: A Texas statewide, multiyear investigation