Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates

Campus behavior management is important for ensuring classroom order and promoting positive academic outcomes. Previous studies have shown the importance of individual student and campus personnel characteristics and campus context for explaining campus discipline rates (e.g., rates of suspension and expulsion). Assessing campus discipline rates, while controlling for these individual and campus characteristics, is important for the monitoring, evaluation, and intervention role of policymakers as well as state and federal level education agencies. Systems or metrics exist that measure other student outcomes (i.e., academic performance) with controls for individual and campus characteristics, but none exist that monitor these differences for discipline rates across campuses. In this paper, we use a multivariate model to analyze a longitudinal, statewide dataset for all secondary students in Texas from 2000 to 2008 in order to examine how campus discipline rates differ across schools with statistically similar students, teachers, and campus characteristics. The findings are important for understanding that some schools with similar characteristics have significantly different exclusionary discipline rates, and they are important for informing policy and agency level decision-making. The methodology described can easily be used by monitoring agencies as well as local school districts.

Comparative Disciplinary Rates as a Tool for Reducing Exclusionary Discipline and Eliminating the School to Prison Pipeline

Invited Commentary on "Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates" by Eric Booth and colleagues.

Market discipline by depositors : impact of deposit insurance on the Indonesian banking sector

This paper investigates market discipline by depositors in the Indonesian banking sector. Does depositor discipline fulfill its role in Indonesia? Does deposit insurance affect depositor behavior thereby imposing discipline on banks? These questions are empirically examined using panel data on Indonesian commercial banks from 1998 to 2009. In Indonesia deposit insurance was introduced in 2005. Depositor discipline is examined by two measures: change in the amount of deposits and interest rate. The empirical results show that depositors pay attention to bank soundness and riskiness and select banks based on the bank's condition with particular attention paid to equity ratio. It is found that depositors impose discipline on banks, but it varies according to regulatory and economic circumstances.

Asset composition of the Philippines' universal and commercial banks : monetary policy or self-discipline?

The central bank of the Philippines (Bangko Sentral ng Pilipinas, BSP) has improved its monetary policy measures since the 2000s. After rationalizing the country's banking sector since late-1990s, its monetary policy and the uniiversal/commercial banks' (UCBs) behavior in allocating their assets has changed since mid-2000s. Though further and more detailed studies are nesessary, based on the results of simple correlation analyses conducted in this paper suggest a possible mixture of the country's monetary policy and their own decision-making in asset allocations, instead of a "follow-through" attitude.

An Analysis Of The Recommended Knowledge For The Software Project Management Discipline

According to the PMBOK (Project Management Body of Knowledge), project management is “the application of knowledge, skills, tools, and techniques to project activities to meet the project requirements” [1]. Project Management has proven to be one of the most important disciplines at the moment of determining the success of any project [2][3][4]. Given that many of the activities covered by this discipline can be said that are “horizontal” for any kind of domain, the importance of acknowledge the concepts and practices becomes even more obvious. The specific case of the projects that fall in the domain of Software Engineering are not the exception about the great influence of Project Management for their success. The critical role that this discipline plays in the industry has come to numbers. A report by McKinsey & Co [4] shows that the establishment of programs for the teaching of critical skills of project management can improve the performance of the project in time and costs. As an example of the above, the reports exposes: “One defense organization used these programs to train several waves of project managers and leaders who together administered a portfolio of more than 1,000 capital projects ranging in Project management size from $100,000 to $500 million. Managers who successfully completed the training were able to cut costs on most projects by between 20 and 35 percent. Over time, the organization expects savings of about 15 percent of its entire baseline spending”. In a white paper by the PMI (Project Management Institute) about the value of project management [5], it is stated that: “Leading organizations across sectors and geographic borders have been steadily embracing project management as a way to control spending and improve project results”. According to the research made by the PMI for the paper, after the economical crisis “Executives discovered that adhering to project management methods and strategies reduced risks, cut costs and improved success rates—all vital to surviving the economic crisis”. In every elite company, a proper execution of the project management discipline has become a must. Several members of the software industry have putted effort into achieving ways of assuring high quality results from projects; many standards, best practices, methodologies and other resources have been produced by experts from different fields of expertise. In the industry and the academic community, there is a continuous research on how to teach better software engineering together with project management [4][6]. For the general practices of Project Management the PMI produced a guide of the required knowledge that any project manager should have in their toolbox to lead any kind of project, this guide is called the PMBOK. On the side of best practices 10 and required knowledge for the Software Engineering discipline, the IEEE (Institute of Electrical and Electronics Engineers) developed the SWEBOK (Software Engineering Body of Knowledge) in collaboration with software industry experts and academic researchers, introducing into the guide many of the needed knowledge for a 5-year expertise software engineer [7]. The SWEBOK also covers management from the perspective of a software project. This thesis is developed to provide guidance to practitioners and members of the academic community about project management applied to software engineering. The way used in this thesis to get useful information for practitioners is to take an industry-approved guide for software engineering professionals such as the SWEBOK, and compare the content to what is found in the PMBOK. After comparing the contents of the SWEBOK and the PMBOK, what is found missing in the SWEBOK is used to give recommendations on how to enrich project management skills for a software engineering professional. Recommendations for members of the academic community on the other hand, are given taking into account the GSwE2009 (Graduated Software Engineering 2009) standard [8]. GSwE2009 is often used as a main reference for software engineering master programs [9]. The standard is mostly based on the content of the SWEBOK, plus some contents that are considered to reinforce the education of software engineering. Given the similarities between the SWEBOK and the GSwE2009, the results of comparing SWEBOK and PMBOK are also considered valid to enrich what the GSwE2009 proposes. So in the end the recommendations for practitioners end up being also useful for the academic community and their strategies to teach project management in the context of software engineering.

Construction History in Spain: the Discipline's Foundation

In the past two decades the History of Construction has started to become an independent discipline. On one hand, the number of articles, theses and books that could be assigned to this field has grown exponentially. Furthermore, there have been numerous and remarkably successful Congresses: 12 National (Spain 8; France 2; United Kingdom 1; Germany 1) and 4 International Congresses (Madrid 2003, Cambridge 2006, Cottbus 2009, Paris 2012), see Table 1 below. However, the situation is far from that corresponding to an already recognized discipline, such as the History of Art or the History of Science. There are no University chairs and departments, and in the reference databases “Construction History” is not listed as a common descriptor. This is not surprising; it reflects the inertia of academia to accept new disciplines. In what follows we will discuss the current state of discipline in Spain. Previous articles have tackled the matter. We will try to avoid unnecessary repetitions and concentrate on: 1) The activities of the Spanish Society of Construction History; 2) Its consequences on teaching and research, taken as a case study the experience in the School of Architecture of Madrid, and 3) We will give a provisional List of dissertations on Construction History read in Spain in the last forty years. First, we will try to define with the least possible ambiguity its field and its objectives. The intention is not to enter into the actual debate on the "definition" of Construction History, but to expose, in as detached as possible way, the ideas behind the actions made.

Is Progressive Discipline Effective?

Progressive discipline has been utilized as a management tool to improve employee behavior since the 1930s. Research throughout the years has failed to determine if progressive discipline is actually successful in modifying employee behavior. This capstone addresses this issue and includes a review of literature on the subject of progressive discipline in the workplace, and a survey of human resources professionals determining the presence and success of progressive discipline in several organizations in Colorado. The results indicate that employee behavior modification may not be as strongly correlated to the type of discipline used, but that other factors related to disciplinary practices have more influence on employee behavior modification.

Focal points and fiscal discipline. ACES Cases No. 2013.2

Many studies suggest that balanced budget rules can restrain sovereign debt and lower sovereign borrowing costs, even if those rules are never enforced in court. Typically, this is explained as a result of a legal deterrence logic, in which the threat of judicial enforcement deters sovereigns from violating the rules. By contrast, we argue that balanced budget rules work by coordinating decentralized punishment of sovereigns by bond markets, rather than by posing a credible threat of judicial enforcement. Therefore, the clarity of the focal point provided by the rule, rather than the strength of its judicial enforcement mechanisms, determines its effectiveness. We develop a formal model that captures the logic of our argument, and we assess this model using data on US states. We then consider implications of our argument for the impact of the balanced budget rules recently imposed on eurozone states in the Fiscal Compact Treaty.

What Future for the Eurozone? Combining Discipline, Solidarity and Institutional Reforms. European Policy Brief No. 27, March 2014

This Policy Brief discusses the challenges that await policymakers in reforming the EMU. A balance between discipline and solidarity will have to be found, while institutional reforms should improve the eurozone’s legitimacy and efficiency. The key decisions on EMU reforms will have to be made during the 2014-2019 parliamentary term, as the window of opportunity for major reforms is likely to be closed afterwards.

The teacher's manual; containing a treatise upon the discipline of the school, and other papers upon the teacher's qualifications and work.

Mode of access: Internet.

Remarks on a report of a committee of the Overseers of Harvard College, proposing certain changes, relating to the instruction and discipline of the College; read May 4, 1824, and to be taken into consideration June 1, 1824.

Attributed to Andrews Norton by himself in his Speech delivered before the Overseers of Harvard College, February 3, 1825 ... Boston, Cummings, Hilliard, & Co. University Press--Hilliard & Metcalf, 1825 (p.4).

On the importance of an early correct education of children : embracing the mutual obligations and duties of parent and child ; and also the qualifications and discipline of teachers, with their emolument ; and a plan suggested whereby all our common schools can advantageously be made free ; the whole interspersed with several amusing, chaste anecdotes growing out of the domestic and scolastic circle ; to which is subjoined by way of appendix, the Declaration of Independence ... ; the Constitution of the United States ; with that of the state of New York as lately adopted /

Bound in green cloth; stamped in gold and blind.

Report of Her Majesty's Commissioners appointed to inquire into the state, discipline, studies, and revenues of the University of Dublin, and of Trinity College : together with appendices, containing evidence, suggestions, and correspondence. /

Title is preceded on title page by: Dublin University Commission.