From “quick fix” to lasting commitment: Using root cause analysis to address disproportionate discipline outcomes

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-01-02 DOI:10.1080/1045988X.2021.1937025

Therese Sandomierski, S. Martinez, R. Webster, Anna Winneker, D. Minch

引用次数: 0

Abstract

ABSTRACT Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipline, this means that RCA would include perspectives from all school staff, as well as students and families who are over-represented in discipline outcomes. This paper describes an approach to conducting RCA and presents two case studies that illustrate what stakeholders may gain by incorporating RCA into a school’s efforts to increase disciplinary equity. Suggestions for first steps school teams can take to conduct a root cause analysis will be provided.

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从“快速解决”到持久承诺：利用根本原因分析解决不成比例的纪律结果

摘要根本原因分析（RCA）已被推荐为解决不成比例的学科结果的具体解决方法。RCA不同于其他解决问题的模型，它从受所解决问题影响的个人的角度进行深入分析。当应用于不成比例的学科时，这意味着RCA将包括所有学校工作人员的观点，以及在学科结果中代表性过高的学生和家庭的观点。本文描述了进行RCA的方法，并提出了两个案例研究，说明了利益相关者通过将RCA纳入学校提高纪律公平的努力中可以获得什么。将提供学校团队进行根本原因分析的第一步建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.